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For 28 mildly handicapped Japanese students visual-motor integration scores were significantly correlated with both mathematics and reading scores, which substantiates the test's cross-cultural validity. Although slightly larger correlations with mathematics achievement than with reading achievement were noted in both cultures, the differences between reading and mathematics correlations were not significant for Japanese children. In contrast, in at least one American study the correlation between the visual-motor integration scores and mathematics achievement was significantly greater than that between the test and reading achievement. It is clear that further research with larger samples for both American and Japanese groups is essential.