The purpose of this research was to determine the effectiveness of the Frostig Developmental Program of Visual Perception in effecting gains in reading readiness scores and perceptual motor ability with kindergarten students and reading achievement scores and perceptual motor ability with grade one students. High, middle and low groups in both kindergarten and grade one were determined on a pretest using the Frostig Developmental Test of Visual Perception by dividing the range of scale scores into thirds. Experimental students were exposed to the Frostig Developmental Program of Visual Perception for ninety-three school days. The Frostig Developmental Test of Visual Perception and the Lee-Clark Reading Readiness Test were administered to the kindergarten students and the Frostig Developmental Test of Visual Perception and the California Achievement Test-Reading were administered to the grade one students. The results of the tests indicated that after treatment, each experimental sub-group was significantly different from the comparable control subgroup in perceptual motor ability. This was true for both kindergarten and grade one students. No significant differences were found in reading readiness or reading achievement. (Author/WR)