This study describes certain characteristics of early readers, with emphasis on their accomplishments on eight Piagetian tasks. The early readers were defined as those children who were between four and six years old, who could read at the pre-primer level or higher, and who had not attended elementary school. The population of the study consisted of 20 middle class subjects, 9 girls and 11 boys. Findings revealed that classification tasks correlated significantly with the subjects' instructional reading levels. The language and total Piagetian task scores correlated significantly with the subjects' independent reading levels, and the decentration and total Piagetian task scores correlated significantly with mental age and intelligence. The mental ages of the subjects correlated significantly with the language task scores. When word recognition scores were used as the criterion for separating the sample into beginning and advanced early readers, the advanced group performed significantly better on the conservation tasks. Descriptive data of subjects' reading abilities were also analyzed. The findings suggest that further research with early readers is warranted. (Author/RB)