A 1 year preschool program and a summer elementary program in a model cities area southt to detect and remediate children's learning disabilities, and to evaluate remedial techniques. Thirty-three perceptually handicapped preschool children took a battery of eight tests, and daily received remediation through fine and gross motor training, and in applied skills and free play. The Ss achieved highly significant gains on the performance tests of the Wechsler Preschool and Primary Scales of Intelligence. Successful teacher/student interactions and parental cooperation contributed to gains. A major conclusion was the potential of early identification and intervention for reducing the estimated 10 to 15% of children who perform poorly. In the summer program, 40 perceptually handicapped Ss, mean age 10 years, from 5 elementary schools, took a battery of seven tests, and daily received remediation in reading, English composition, and mathematics, and perceptual and gross motor training. The Ss achieved significant gains on the Copying Page, and Reduction of Total Errors Plus Self-Correction and Poor Formations tests of the Slingerland Screening Tests for Identifying Children with Reading Disability; in the Figure-Ground and Form Constancy tests of the Frostig Developmental Test of Visual Perception; on arithmetic computation measured by the Metropolitan Arithmetic Test, and on the MotorTasks Test. (MC)