Twenty kindergarten children, identified as being at high risk for future learning disabilities (LD) were matched with a control group on the basis of age, sex, IQ, and cognitive scores and were provided with a highly structured sequential curriculum aimed at remediating deficits identified in the screening process. Among skills evaluated by the screening battery were picture memory, digit memory, sentence memory, letter naming, and intelligence. Also stressed in the experimental treatment were a warm emotional classroom climate, use of teacher strategies specifically for children with learning problems, continual evaluation and planning, and parent involvement. Unexpected findings included the identification of an equal number of girls and boys as potential academic risks, a high correlation between the Slingerland Test and the Primary Mental Abilities Test, and the apparent greater importance of auditory distraction than visual distraction in decreasing performance of LD children. Differences between experimental and control groups on posttests were not statistically significant but were higher for the experimental group in all but one case. It was planned that the achievement of the groups would be followed up through the primary grades. (The major portion of the document consists of appendixes which detail the screening instrument; list evaluation forms, task boxes, teacher made materials, and instructional materials; and provide the complete curriculum guide used in the program.) (DB)