An awareness of the problems experienced by the child who fails in learning to read has encouraged this writer\u27s interest in learning more about the various factors which contribute to success in reading. Since reading is a perceptual process, the importance of the development of adequate visual perceptual skills would seem to be valuable in evaluating readiness for and predicting success in reading. This research study is designed to study the performance of superior and retarded readers at the primary level on perceptual-motor tests in order to ascertain possible approaches to prevention of reading deficiencies. The study will examine certain areas and attempt to answer these questions: 1. Is there a difference in the performance of superior and retarded readers on these tests? 2. What is the relationship between the performance on the subtests reproducing forms and rhythmic writing of the perceptual tests? 3. Would these tests offer a predictive value for reading readiness? 4. Do the tests isolate deficiencies so that correction through instruction is possible? The significance of the problem lies in the attempt to acquire additional knowledge concerning possible reasons why children of similar backgrounds and ability vary in their capacity to learn to read. Identification of deficiencies in perception would permit teachers to be aware of this at an early stage in the child\u27s development. They could then do corrective work in the area of perceptual motor activities to prevent reading disability. Since the tests are simple, it would be possible for teachers to administer them
