Simultaneous and successive processing and language development were compared to the early reading behaviors of 64 children, ages 4 through 6 years. Simultaneous and successive processing were defined in terms of Luria 's two-factor theory of cerebral specialization (Luria, 1966a(Luria, , 1966b. Language development and early reading were defined in terms of the natural model (Piaget, 1977) and emergent literacy (Mattingly, 1972). Three standardized instruments were administered; a multiple linear regression analysis demonstrated that language development and simultaneous processing made greater contributions to early reading ability than did successive processing. Interpretation of these data described the complex relationships among these variables in terms of the current literature. Implications for preschool instruction and future research are presented.

The present study used a battery of nine neuropsychological tests/subtests to derive patterns of cognitive style in normal and handicapped students. Consistent with previous research, three subtypes of cognitive style emerged which were common to subjects in both groups. Results suggested that cognitive style operated independently of level of cognitive functioning in normal and handicapped children.