Twenty-four children attended a special half-day class when not attending regular kindergarten, and 12 of their mothers participated in a home counseling program. Children whose mothers were counseled achieved significantly higher on the Metropolitan Reading Test, and their mothers showed a significantly greater gain on the Cognitive Home Environment Scale. In biweekly home visits, parents were shown how to teach specific cognitive concepts to support school curriculum, to evaluate children's progress, and to motivate the children to become involved in the home education program. Approaches and techniques employed to abet parents' teaching skills are delineated in the report, and an evaluation of the program with recommendations for modifications are included. (DO)