The relationshp between success in learning to read and success in drawing tasks that used the same varieties of perception needed in learning to read was investigated. Ten tasks involving perceiving presented forms, memorizing them, and reproducing them in drawing were given to 150 children. These tasks were related to position in space, constancy of form, spatial relationships, and figure-ground. Comparisons of performance were made (1) among three groups of first-graders (21 remedial, 16 low reading success, and 16 high reading success); (2) among two groups of second-graders (25 remedial and 25 heterogeneous); and (3) among the above, 22 kindergarteners, and 27 third and fourth-graders. It was concluded (1) that the greatest difference in performance success occurred between first-grade high and low reading success groups, (2) that there was a relationship between success in drawing tasks and reading success, (3) that retarded readers performed less successfully than children reading at their own grade level, and (4) that success in performance of the tasks was maturational. Tables and references are included. (AW)