A pilot program was conducted to determine the efficacy of providing 32 preschoolers at high risk for learning disabilities with structured, individualized instruction to supplement their regular kindergarten experiences. Ss were selected on the basis of developmental screening and diagnostic tests. Ss were enrolled in the V-M (visual input-motor response) or language (auditory input-verbal response) skill group. After attending the program for 1 hour a day, 4 days a week, for 3 months, Ss made significant gains as compared to a control group on the basis of pre and post test scores. Large gains were noted by children whose parents were most involved in the program. (CL)