A developmental learning program for first graders identified as poor learners was established in one of the New York City public schools. The children were seen on a daily basis in small groups for perceptual-motor, language, and other developmental experiences intended to foster their readiness for learning. Considerable differences were found in the degree of responsiveness to such help as revealed in the inventory of strengths and weaknesses and the retest results for the group. A multifactor approach utilizing an inventory of developmental strengths and weakness is advocated within this framework.
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