TWENTY-TWO CHILDREN ENROLLED IN THE BEGINNING CLASSES FOR THE DEAF AT THE GOVERNOR MOREHEAD SCHOOL PARTICIPATED IN A VISUAL TRAINING PROGRAM. ONE GROUP OF 11 CHILDREN RECEIVED 20 INDIVIDUAL TRAINING SESSIONS DURING 10 WEEKS. AT THE COMPLETION OF THIS TRAINING, THE SECOND GROUP OF 11 CHILDREN RECEIVED THE SAME TRAINING PROGRAM. THE TWO GROUPS SHOWED NO SIGNIFICANT DIFFERENCES BETWEEN MEANS FOR AGE OR PERFORMANCE ON THE NEBRASKA TEST OF LEARNING APTITUDE FOR YOUNG DEAF CHILDREN AND THE PERFORMANCE SCALE OF THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN (WISC). THE PROGRAM COMPRISED 13 SEQUENCES OF ACTIVITIES INCLUDING REPRODUCING (FROM A MODEL OR A PICTURE) PATTERNS OF BLOCKS WITH VARYING COLOR CONTRAST AND IN A HORIZONTAL OR VERTICAL ARRANGEMENT, ASSEMBLING PUZZLES, MATCHING BY SHAPE, COLOR, AND/OR FOR CONFIGURATION, AND DETECTING EMBEDDED FIGURES. THE WISC AND THE NEBRASKA TEST WERE ADMINISTERED TO BOTH GROUPS BEFORE AND AFTER THEIR TRAINING PERIODS. STATISTICALLY SIGNIFICANT GAINS WERE MADE BETWEEN PRE- AND POSTTESTING. SUBTESTS WITH GREATEST GAINS WERE COLORED OBJECTS FROM THE NEBRASKA TEST AND PICTURE COMPLETION AND CODING FROM THE WISC. ALTHOUGH BOTH GROUPS SHOWED GAINS ON THE VISUAL PERCEPTION TESTS, GROUP TWO OBTAINED LOWER SCORES ON BOTH TESTS. MEANS FOR THE ENTIRE GROUP WERE CLOSE TO THE MEANS ACHIEVED BY OLDER CHILDREN WITH ONE YEAR OF SCHOOL EXPERIENCE WHO WERE ALSO TESTED. EXPERIENCED PERSONS WORKING WITH THE CHILDREN FELT THE CHILDREN USED VISUAL CUES MORE MEANINGFULLY AFTER THE TRAINING PROGRAM. INITIAL RESULTS INDICATE INCREASED ALERTNESS TO VISUAL CUES IN OBJECTIVE MEASURES WHICH SHOULD BE REFLECTED IN CLASSROOM ACHIEVEMENT. FURTHER TESTING IS PLANNED TO DETERMINE IF GAINS ARE SUSTAINED. INCLUDED ARE A 42-ITEM BIBLIOGRAPHY AND INSTRUCTIONS FOR ADMINISTERING EACH OF THE 13 TRAINING SEQUENCES. (MY)