The scores obtained by all children on all measures were used to calculate an average of the three groups, which each contained 17 children, who were tested (Stevens, 2005 ). The three groups included the French kindergarten experimental group and the two control groups, English kindergarten and no kindergarten (Stevens, 2005). From each of the results, three main trends were identified when comparing the results (Stevens, 2005). The effect of the preschool bilingual experience, the two controlled groups were combined to create the "monolingual group", the preschool language experience of these children had taken place in a single language and their performance was compared to that of the experimental group which was the “bilingual group”, the preschool experience of these children therefore involved exposure to a second language (Stevens, 2005). The results showed that the bilingual group performed better on all four tests performed (Stevens, 2005). No differences were present in the two tests consisting of recognition of word onset sounds and sound blending (Stevens, 2005). Second result on the effect of starting the first year in a second language: each of the three groups included ten children starting the first year in English and seven starting the first year in French (Stevens, 2005). Children in first year of English