Developing appropriate tasks for children in their preschool years is difficult for two reasons.
She was in a special education preschool for her language delays and behavior.
Barely able to talk, she phones the preschool to tell them she will soon pick up her child.
As the present study concerned preschool children with minimal training in reading and writing, few readers were expected to be found in the sample.
Two factors have been proposed as being responsible for the growth in segmental representations in preschool children: vocabulary level and letter - sound knowledge.
Even fewer studies addressed adult learners in nonuniversity contexts or preschool or elementary-school-aged children.
Representational language becomes accessible to the cognitive system during the preschool years as a supplement to experientially based conceptual processing, resulting in a dual-process system.
All participants attended preschool programmes in the suburbs of a major metropolitan area.
