As this study is the experiment for comparing the effects between pictorial cues and visual perception training on the reading skills in mentally-retarded children, its aim is to present the more effectively visual materials to improvement in the reading ski11s of mentally-retarded children who are in the initial reading stage. 1n order to measure the reading skills, it selected 300 words that are composed of verbs or adjectives, and presented by 10 words per session. ABCBC was maintained and designed on baseline(repetitive reading), intervention 1 (pictorial cues+repetitive reading), intervention Il (visual perception training+repetitive reading). The reading skills were formed with the number in correct answers by each stage as for 10 words, which were leamt by each session. This was indicated with a graph. As a result of research, the reading skills through intervention 1, II were indicated to be higher than the reading skills in the baseline and the maintenance stage, which were leamt with the simply repetitive reading, in a11 the menta11y-retarded children. And, the reading skills through intervention 1 were higher than the reading ski11s through intervention Il.