The study investigated the visual discrimination abilities of children who varied in their ability to recognize words. Measures of word recognition and intelligence were obtained in 87 first-, second-, and third-grade subjects. All subjects then performed a visual discrimination task which uses artificial graphemes as stimuli. The task required subjects to match a standard grapheme with an identical form. Errors on this task were classified into six categories. A two-way multivariate analysis of covariance (grade level X word recognition skill) was performed. In the analysis intelligence test scores were covaried. The main effect for grade was significant (p. is less than .0004), while neither word recognition skill nor the grade X word recognition skill interaction approached significance. Results provide information concerning the possible need for a re-evaluation of visual training practices in schools. (Author)