Successive and Simultaneous tasks in PREP
Global component: Shapes (triangles, circles, squares and hexagons) are arranged in rows on worksheets and children must draw a lines to join the shapes following a series of instructions and rules given by the facilitator. Bridging component: Children are shown rows of letters on worksheets. Following a series of instructions and rules children draw lines to join letters on the worksheets to make words.
Global component: children are required to follow lines of differing colours to find which letters on the left side of the page are connected to letters on the right side of the page. Each stimulus card has five letter pairs. Children write or say the letter pairs. Children repeated this procedure; however, the lines connecting letters are in black ink. At the highest level of difficulty the stimulus cards have connecting lines in black ink and include distracter lines. Bridging component: stimulus cards have coloured lines with letters on the left and right sides of the line and dispersed along the line to form words. Children connect the letters and say/write the word spelled by the letters.
Global component: children match front and back halves of animal pictures. Each stimulus card has three front animal halves in a column; one back half is depicted on the card. Children draw a line to connect the correct front and back half. Bridging component: children connect beginning and endings word parts. Beginning word parts are presented in sets of 3 with one word ending. Only one choice creates a real word. Children draw a line between the correct beginning and ending word parts.
Global component: children reproduce 3 - 6 item series of coloured chips shown by the facilitator and then removed from view. At first, children reproduce series of different shape combinations (circles and squares) and color is held constant, next the series involve different colour combinations (blue, yellow, black and white) and shape is held constant. Finally the series involve both colour and shape varies. Bridging component: children are shown a series of letters that spell words (2 - 6 letter words) shown one at a time by the facilitator. Children then reproduce the letter series they were shown.
Global component: children are shown a line drawing of a village map along with a set of tracking cards which show the road pathway to specific houses and trees in the village. Each house can be number located while trees are letter located. Children study the tracking cards and the map to locate house numbers or tree letters. There is no bridging component for this task.
Shapes and Objects
Global component: children categorize a group of pictured common objects into one of three abstract shapes the object most closely resembles. Bridging component: children read, with or without facilitator support, a series of phrases or sentences written on stimulus cards and place the cards into one of three categories provided on written worksheets. In addition one card in the series will not fit any category, children must also identify which card does not fit the categories.
Global component: children must study a design presented for 10 seconds and reproduce the design using colored shapes. The shapes consist of large and small circles, squares, rectangles and triangles in three different colours. Bridging component: children hear or read phrases that describe how to arrange 2-5 animals in relationships to each other. Children then complete the arrangement described in the phrase using animal pictures.
Global component: children are shown a set of 2 or 3 scenic pictures that have similar content themes. For each picture set there is a passage that describes only one of the pictures. Children then read the passage, with or without facilitator support, and find the picture that best matches the passage. Bridging component: children view a single picture scene and then read 3-4 sentences only one of which describes the picture scene. Children choose which of the sentences best matches the picture.