The relationship of lateral awareness and directionality with intellectual ability, academic achievement, and age was investigated with 288 first through third grade elementary school children. With the exception of first graders, Ss were administered three tests: the Lockavitch Test for Lateral Awareness and Directionality (LTLAD), the Short Form Test of Academic Aptitude, and the California Achievement Test. First graders were only given the LTLAD. Among results were that right-left labeling ability correlated closely with intellectual ability and academic achievement; children who had difficulty with right-left discrimination did not exhibit problems confined to one specific academic area; and complete mastery of the right-left discrimination items was not achieved by any grades in the study. Tables provide statistical data. (SBH)