The purpose of this study was to determine the effectiveness of visual perceptual training on word recognition and reading achievement of disadvantaged first grade pupils. The experimental groups received the Frostig Program for the Development of Visual Perception in addition to the regular readiness program for a period of 12 weeks. The control groups received the readiness program as outlines in the Teacher's Manual of the basal series. Testing was done at the end of 12, 18, and 24 weeks using the Gates Primary Reading Tests to measure word recognition and reading achievement. Analysis of variance treatment indicated that both groups showed significant gains on both total reading and word recognition scores at the end of the 24 weeks. Interpretation of the results of this study question the use of the Frostig material with disadvantaged children. (EF)