Learning disabilities are the product of both neurological-maturation and psychogenic components; therefore, the inclusion of group counseling was expected to facilitate the treatment of children involved in prescriptive remedial programs. More specifically, a significant increase in vocabulary and comprehension skills was anticipated. Forty-eight gradeschool children from three separate schools were divided into six subgroups. Equal numbers of children from each school were assigned to treatment or control conditions. At the conclusion of 10 group counseling sessions, students in the treatment groups demonstrated significant increases in both oral and reading vocabulary skills. Comprehension of sentences was not enhanced by counseling intervention. Results were related to prescriptive programs designed to benefit neurologically impaired children.

No abstract