Reading, as we know it, involves identifiable sensory-motor behaviors and, perhaps, some not as yet isolated. After studying several tests which required distinguishing between pairs of similar and different items, ineluding geometic configurations, words, and nonsense syllables, Gates (1922) found no general visual perception factor to be associated with reading. Rather, he observed word identification, digit identification, and identification of geometric figures to be relatively independent of one another. Later Gates (1926) studied form of perception (i.e., discrimination between pairs and identifying a specific element). He interpreted the low intercorrelations to mean that efficiency in perception is determined by the material perceived rather than by the form of the response. S~ster Mary of the Visitation (1929), after improving some of the flaws in tile Gates studies, adduced evidence supporting both the differentiation of perceptual abilities and the hypothesis of integrated perceptual functions. Langsam (1941), moreover, found a relationship between a primary visual perceptual function and reading skill. Therefore, while it is not certain whether the perceptual factor is a general one or whether there are several specific perceptual attributes, skill in perception has been linked with reading behavior. Since slow achievement in reading is a common phenomenon, a reasonable question is whether achievement can be altered by perceptual training? Melcer and Brown (1945) gave tachistoseopie exercises to a group of 45 Mexican children enrolled in an elementary school in Texas. Exercises were given three times weekly for seven months. A control group of 75 American pupils similar in mental status was also studied. The trained group, it was found, improved in word identification skills. Renshaw (1945), who is responsible for much of the recent research on perceptual retraining, indicated that in the visual perception of a form, the gestalt and not merely a succession of discrete and disjoined parts must be seen. After extensive analyses of her data, however, Goins (1958) failed to obtain any significant change in reading ability when groups received tachistoscopic perceptual training. She observed on the picture-squares subtest that children with low scores approached each