Sixty-two first graders identified as being at risk for later learning difficulties were assigned to either of two special classes or distributed through regular first grade classes and were provided with one of the following forms of treatment: direct teaching of reading, indirect teaching (perceptual-motor training), combined treatment, and control (Ss placed in conventional classes). Phase I of the program involved group instruction within treatment approaches, while phase II involved individualized instruction within the same treatment approaches. Major findings of the study were that low but statistically significant correlations between treatment method and posttest achievement existed (the indirect and combined groups showed better achievement than the direct and control groups); and that number tests and teacher ratings had the greatest predictive power. Results may have been affected by age limitation of Ss, limited amount of time spent on experimental methods (1/2 hour per day) and treatment by a perceptual-motor specialist of Ss in the indirect method during phase I. Approximately half the document consists of appendixes on the following topics: a proposal for an experimental model school program for children with specific learning disabilities, a review of the literature, the Wellesley Rating Scale, the letter names pretest, the early detection inventory - geometric figures, the screening inventory of the project, interim posttesting results, a description of the Waltham motor tasks test, recommended strategies for perceptual and cognitive remediation, a parent questionnaire, and audiovisual supplementation. (DB)