Four new approaches to remedial reading directed toward the stimulation of defective perceptual areas by procedures other than teaching reading skills are reviewed. The Delacato approach emphasizes the development of neurological organization and laterality. It may be useful for a small percentage of children with severe reading disabilities, but its value has not been substantiated. The Kephart approach proposes the development of learning readiness through exercises which develop balance and motor control, eye-hand coordination, and directionality. A third approach stresses specific perceptual training. It resulted from the development of the Illinois Test of Psycholinguistic Abilities and the Frostig Developmental Tests of Visual Perception. The possible contribution of pharmacology to remedial education is explored by an approach which suggests the use of drugs for children with reading disabilities. These four approaches, however, have failed to produce conclusive evidence of their effectiveness. More carefully controlled research is recommended. Forty-six references are cited in the bibliography. (NS)