Statistical Learning (SL) has been a prominent focus of research in developmental and adult populations, guided by the assumption that it is a fundamental component of learning underlying higher order cognition. In developmental populations, however, there have been recent concerns regarding the degree to which many current tasks reliably measure SL, particularly in younger children. In the current paper, we present the results of two studies that measured auditory statistical learning (ASL) of linguistic stimuli in children aged between 5 – 8-years. Children listened to 6 minutes of continuous syllables comprising four tri-syllabic words. Following the familiarisation phase, children completed (i) a two-alternative forced-choice task, and (ii) a serial recall task in which they repeated either sequences embedded during familiarisation versus foils, manipulated for sequence length. Results showed that, while both measures consistently revealed learning at the group level, the recall task better captured learning across the full range of abilities and was more reliable at the individual level. We conclude that, as has also been demonstrated in adults, the method holds promise for future studies of individual differences in ASL of linguistic stimuli.