The purpose of this research study was to compare two kinds of perceptual training for kindergarteners. A control group was grouped for instruction in visual or auditory perception. The children whose weaker modality was auditory received an "Open Court" program which stressed the acquisition of phonetic skills. The Frostig-Horne program was given to those with visual perception difficulties. No attempt was made to determine the specific nature or level of their perceptual inadequacies, all children beginning their particular programs simultaneously. The children were taught by both teachers and aids. A carefully equated experimental group in terms of IQ, auditory perception, and reading was instructed by means of individual programs which emphasized instruction in both the weak and strong modality at students' specific level of ability. Those with no deficiencies participated in experience writing. The experimental group was taught by teachers and volunteers. Instructional time for both groups averaged thirty minutes a day, three times each week, over an eight month period. An analysis revealed that the experimental group made significantly greater improvement than the control group in the evaluation of visual perception, auditory perception, and in letter-word recognition. (MKM)