A critical gap exists between research-driven early reading disability (RD) prevention efforts and practice. To help bridge this gap, we describe the development of a technology-based tool to help preschool teachers implement responsive “assessment-guided” practices (screening, intentional teaching, and reflective monitoring, evaluation, and individualizing of learning progress) to reduce children’s risk for RD prior to school entry. The tool comprised tablet and website embedded supports for initiating and sustaining these practices, such as: online assessment and reports, teacher training, downloadable classroom materials, implementation guidance, and progress monitoring capabilities. We also report preliminary findings from four tool-implementing classrooms (n = 33) and four non implementing classrooms (n = 37) for evaluating the impact of this technological RD prevention approach. Over 6 months, prekindergarten teachers thrice administered a tablet screener, implemented 1-h strategic classroom activities (Circle, Story, Play, and Center) 9 days per month, and engaged in systematic, ongoing monitoring of learning and individualization of supports for children with identified RD risk. (author abstract)