Forty non-reading preschool children, ranging in age from 36 to 66 mo., were pretrained and tested using a fading procedure, three combinations of fading and simultaneous presentation, and simultaneous presentation alone. When tested after a training session using simultaneous presentation for all groups, the group pretrained with a fading procedure had learned significantly more words than the mixed-method or simultaneous presentation only groups. With the exception of the simultaneous presentation group, these post-test scores also represented a significant increase over the pretraining test.