This thesis reviews those articles that have been published since the early 1960s in the area of perceptual-motor and sensory-motor programs which affect reading readiness in beginning readers at the kindergarten-first grade level. The contents include: "Reading: A Definition," which looks at some of the definitions proffered by authors in the field of reading; "Perceptual-Motor or Sensory-Motor (Programs)--A Definition," which discusses several of the sensory motor skills; "A Description of 'Readiness' as It Relates to Reading," which presents the views of authorities about predictors of success in reading; "Reading Readiness Skills," which discusses some of the readiness skills; "Gross-Motor Training Programs," which presents articles and other works which are based on the use of gross-motor, perceptual-motor, or sensory-motor training programs; "Fine-Motor Training Programs," which presents articles and other works which are based on the use of fine-motor, perceptual-motor, or sensory-motor training programs; "Visual Motor/Visual Discrimination Training Programs," which presents material related to training pupils to read using visual-motor or visual-discrimination training; and "Summary of Research Implications." (WR)