The effects of group counseling upon the reading improvement of students attending a college reading-improvement class were investigated. All students enrolled in the class (56) were randomly assigned to a control or experimental group. Pretest and post-test measures were taken using the following instruments: The Diagnostic Reading Tests, Survey Section; The Tennessee Self Concept Scale; The Survey of Study Habits and Attitudes; and the Institute for Personality and Ability Testing 8 - Parallel - Form Anxiety Battery. Fall, winter, and spring term grade point averages were used. Control subjects attended four 50-minute reading classes per week, while the experimental subjects attended two of the same classes per week and participated in group counseling during the remaining periods. Data were treated by analysis of covariance. Counseling groups' interactions were compared for the first and tenth counseling sessions through use of the Hill Interaction Matrix utilizing analysis of variance. The findings indicated no significant differences between the total experimental and control groups on reading improvement, self-concept, anxiety, study habits and attitudes, and grade point average as a result of group counseling. Bibliography and tables are included. (WB)