A sample of 247 Educationally Handicapped (EH) children at ages 6-10 was investigated to determine the role of static balance impairment in learning disabilities and the possibility of improving reading through balance training. Significant correlations between balance ability and reading level were found in only about 40% of the sample, indicating that learning difficulties of EH children may be categorized into balance related and balance unrelated. Three experimental subsamples were given a short term, structured, and programed balance training of equal duration (6 weeks), starting at different dates. One subgroup under the age of 9 and of average intelligence showed significant increase in reading ability after training when compared to controls matched for IQ, age, sex, father's occupation and balance ability. No experimental effects were apparent in the other two E-groups with higher age and lower intelligence. Nonreaders who also manifested low static balance ability did not improve in equilibrium control nor in reading in spite of intensified balance training of 12 weeks. Trainability in balance was significantly correlated with Performance IQ and reading level prior to the training. Length of stay in EH class correlated positively with reading in those experimentals whose reading improved after balance training. (Author)