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The purpose of this study was to determine whether one kind of visual information processing training improves performance on visual tasks and on academic achievement. One hundred fifty-three kindergarten, first- and second-grade Hispanic children who were poor visual processors were randomly assigned to either a training, a contrast, or a control group. The training group received tutoring in visual-information processing for approximately seven weeks while the contrast group was given small group instruction with regular curriculum materials. At the conclusion of the training all Ss were administered several visual tasks and achievement measures. Results indicated that only the tutored children performed significantly better than the other children on the Bender Gestalt test and that the attained visual motor integrative skills were maintained over a period of time. However, training in visual processing skills did not increase performance on academic tasks or on a task of basic concepts.

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