RESEARCH HAS SHOWN THE RELATIONSHIP OF VISUAL-MOTOR DYSFUNCTIONS TO READING DIFFICULTIES AND SCHOOL FAILURE. THIS STUDY WAS DESIGNED TO IDENTIFY THE EXTENT OF SUCH DYSFUNCTIONS IN SEVERAL GROUPS OF FULL-TIME DAY STUDENTS AND TO ASSESS THE FEASIBILITY OF VISUAL TRAINING AND POSTURE REMEDIATION METHODS FOR STUDENTS ON ACADEMIC PROBATION. WHILE THE PROBATIONARY AND REGULAR STUDENTS IN THE STUDY DID NOT DIFFER APPRECIABLY IN NON-VERBAL IQ SCORES, THE MEAN VERBAL SCORE OF PROBATIONARY STUDENTS WAS 22 POINTS LOWER. THE CONTROL GROUP'S VISUAL-MOTOR PERCEPTION INTEGRATION WAS APPROPRIATE FOR THEIR AGES, BUT THAT OF THE PROBATIONARY GROUP WAS MUCH LOWER. MORE PROBATIONARY STUDENTS (1) WERE LEFT-HANDED OR SHOWED MIXED DOMINANCE, (2) HAD SEVERE DIFFICULTY IN INTEGRATING BODY MOVEMENT AND MAINTAINING POSTURE, (3) HAD MAJOR EYESIGHT AND VISION PROBLEMS, AND (4) ON PROJECTIVE TESTS SHOWED IMPULSIVITY, DEPRESSION, AND EXTREME IMMATURITY. AN INTENSIVE PROGRAM DESIGNED TO CORRECT THE FUNCTIONAL PROBLEMS RESULTED IN MARKED IMPROVEMENT, THOUGH FURTHER RESEARCH WAS NEEDED TO DETERMINE THE EFFECT OF THIS PROGRAM ON THE STUDENTS' ACADEMIC ACHIEVEMENT. (WO)