This study examined spring literacy scores among at‐risk prekindergarten students exposed to supplemental support solely in literacy or a combination of literacy and math. Propensity scores were used to match students receiving combined support (n = 39) with an equivalent number of students receiving only literacy tutoring. Students were matched using fall math scores and fall literacy scores. After confirming baseline equivalence, we used a multilevel model to evaluate the association between support type and spring literacy scores, controlling for fall literacy scores, fall numeracy scores, and the total number of intervention sessions completed. (author abstract)