In the first study of this series, it was found that children who have difficulty in primary French immersion are distinct from children having a primary reading disability, minimal brain dysfunction, hyperactivity or primary emotional disturbance. The present study was undertaken in order to cross-validate the findings of the first study, to further delineate the maturational deficit, and to continue to follow the school progress of children who have experienced difficulty in primary French immersion. Sixteen children who dropped out of French immersion were matched in terms of age and sex with 16 children who began in the same French immersion class as the dropouts and who were still doing well in the French immersion program. Compared to the dropouts, the control group had a higher score on IQ tests, a higher socioeconomic level and a history of starting nursery school at an earlier age. The neuropsychological profiles of dropouts and controls were substantially different. With IQ controlled statistically, these groups continued to differ on behavior rating scales and specialized reading subskill tests of oral reading and reading comprehension. The earlier finding of a tactual performance deficit suggesting a specific maturational lag in temporal lobe regions in the dropout group was clearly evident. (Author/CLK)