Summary A pilot study was made in relation to 4 representative Sub-tests during standardization of the Queensland University Aphasia and Language Test (QUALT). Certain Sub-items of the Items revealed significant differences in performance between boys and girls, and between Australian children who spoke mainly English and children whose main language at home was not English. However, the proportion of Sub-items showing these differences was such that they could be rejected from the respective Items and still leave 7 or more Sub-items in each Item, thus offering reasonable chances of constructing 3–4 Parallel Forms of the QUALT. Performance of children in each Sub-test improved with age. The evidence so far suggests that the QUALT may be usefully and validly normed on children.