A 10-week classroom intervention program was implemented to facilitate the fine-motor development of eight first-grade children assessed as being deficient in motor skills. The program was divided according to five deficits to be remediated: visual motor, visual discrimination, visual sequencing, visual figure-ground, and visual memory. Each area of remediation received attention for 15 to 20 minutes daily over a 2-week period. It was anticipated that, as a result of program participation, students would advance 6 months in developmental level as assessed on pretesting and posttesting with the Developmental Test of Visual Motor Integration. Improvement in students' handwriting ability was also anticipated. Copy-a-sentence exercises were given each day, and handwriting samples taken at the beginning and conclusion of the intervention were compared. Results indicated each of the subjects exceeded the minimal predicted developmental gain. Females made greater age-equivalent gains than did males. Overall age-equivalent gains ranged from 4 years, 11 months to 7 years, 11 months. Near the sixth week of the program, the handwriting of each student began to improve; sentences written at the conclusion of the intervention were far superior to those written at the beginning. Recommendations for implementing the program were suggested. Related materials, including handwriting samples, are appended. (RH)