Twenty-nine kindergarten children judged to have weak or inadequate psychomotor abilities affecting their acquisition of written language participated in a psychomotor training program. The program used rhythmic, optic, phonemic, kinesthetic, and melodic exercises to attempt to facilitate the children's language acquisition and thus to improve their reading and writing abilities. After three months, the achievement level of the children had risen in all components in comparison with that of children in a control group, with the greatest differences from the control group occurring in kinesthetic and melodic differentiation. It was found that the psychomotor tests were good predictors of pupils' school achievement in reading and writing. The effects of the psychomotor training could still be seen two years later. (TJ)