The importance of motor and perceptual learning in the educational process is discussed. It is hypothesized that an internalization of sensory-motor learnings is important to the perceptual and cognitive development of a child. Developmental and corrective motor training by physical educationalists is suggested. It is concluded that although the test battery by de Hirsch, Jansky, and Langford has a practical use, further development and validation are necessary before it can be used effectively by teachers and clinicians. On the basis of present knowledge, use of the Bender Motor Gestalt Test or the Berry Test of Visual-Motor Intergration, the Wepman Auditory Discrimination Test, the de Hirsch Categories Test and the Murphy-Durrell Letter Names Test are suggested as a screening device for first- and second-grade children. The Berry Test of Visual-Motor Integration, the Goodenough-Harris Drawing Test, classroom observation of the "Strauss Syndrome, "the Wepman Auditory Discrimination Test, a spelling test, and the Durrell Visual Memory of Words Test are suggested for other elementary grades. References are listed. (BS)