Abstract
To determine the effects of perceptual training upon selected measures of reading achievement in first grade, 12 experimental classrooms received a 29-day adaptation of the Frostig program for the development of visual perception while 13 control classrooms added comparable time to regular reading instruction. Analysis of the data revealed significant differences between treatment groups in certain post-training perceptual capabilities without concomitant effects on dependent measures. Additional findings strongly suggest need for further research.
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