Prior research found that without the naming cusp, children did not learn from instructional demonstrations presented before learn units (IDLUs) (i.e., modeling an expected response twice for a learner prior to delivering an instructional antecedent), however, following the establishment of naming, they could. The present study was designed to compare the rate of learning reading and mathematics objectives in children who showed naming using IDLUs compared to standard learn units (SLUs) alone (comparable to three-term contingency trials). In Phase 1, a pre-screening phase, we demonstrated that four typically developing males, 3 to 4 years of age, had naming within their repertoire, meaning they were able to master the names of novel 2-D stimuli as both a listener and a speaker without explicit instruction. Using the same participants in Phase 2, we compared rates of learning under two instructional methods using a series of repeated AB designs where conditions (IDLUs versus SLUs) were counterbalanced across dyads and replicated across participants. The participants learned more than twice as fast under IDLU conditions and showed between 30% and 50% accuracy on the first presentation of a stimulus following a model. The IDLU condition was more efficient (fewer trials to criterion) than the SLU condition. These findings, together with prior findings, suggest that the onset of naming allows children to learn faster when instructional demonstrations are incorporated into lessons.