The effects of four different kinds of perceptual training programs on IQ and Reading Readiness in a population of lower socio-economic level kindergarten children were explored to provide useful information for curriculum planning. Data was gathered on 54 disadvantaged 5-year olds in an OEO day care center. During the afternoon session, children were randomly assigned to treatment groups for formal learning activities. The same general curriculum was followed in all treatment groups, but each treatment stressed a different kind of perceptual training: Treatment 1 stressed "general readiness," non-alphabet, and visual skills; Treatment 2 stressed alphabet perceptual skills in a primarily visual mode; Treatment 3 stressed alphabet perceptual skills in a primarily auditory mode; and Treatment 4 placed equal stress on auditory and visual alphabet perceptual skills. At the end of the treatment period (35 days), all four groups improved one or more stanine points on reading readiness measures. Group 4 scored significantly better than the other three groups pooled in terms of IQ gain, and significantly better than the auditory group on reading readiness in subtests measuring visual perceptual abilities. Data is reported and analyzed in complete detail. (Author/PR)