The purpose of this study was to evaluate the effects of sequential visual-motor skills, developed as described in "Visual Motor Development" (VMD), on the reading achievement of children enrolled in a remedial reading program in a San Antonio elementary school. Data were obtained from 52 children in first through sixth grades divided evenly into an experimental and a control group. Subjects in both groups received individually prescribed programs of remedial reading, with only the experimental group receiving additional daily fifteen-minute instruction and practice in VMD activities. Findings after eight months of instruction showed that the VMD Program in this study did not significantly affect either reading achievement among remedial reading pupils or the visual-motor skills assessed by tasks rated on the Motor Coordination Rating Scale. However, the remedial reading procedures used with both groups were effective, producing statistically significant t-values. (JM)