Approximately 100 first-grade pupils participated in a study of the effects of art-learning strategies on perceptual development and reading achievement. Pupils were assigned to one of four conditions: a sequential program of art-learning experiences, the Frostig program for the development of visual perception, a combination of these two programs, and a control. Sixty-minute treatment sessions were held twice a week for 15 weeks. Tests included the Frostig test for perceptual level and the Gates-MacGinitie for reading achievement. Results indicated no significant differences among the four groups in reading achievement, visual-motor coordination, position in space, and spatial relations. Significant differences were found between each of the treatments and the control group for figure/ground discrimination and perceptual constancy. For females, significant differences were also found between treatments and control for total Frostig score. (Author/AA)