Early literacy intervention programs are predicated on the understanding that children's early literacy performance in preschool is one of the most important early predictors of subsequent school success. As the largest U.S.-funded early literacy intervention program, Early Reading First (ERF) sought to advance the language and literacy outcomes of economically disadvantaged preschool children by improving the quality of language and literacy instruction these children received. To date, however, little research exists on the longitudinal outcomes of children who participated in ERF programs. This study examined the long-term language and literacy developmental trajectories of 75, primarily African American, children who participated in an ERF program as prekindergartners. Results reveal that children in kindergarten and 1st grade were performing at average levels on standardized reading measures. In addition, children significantly improved their oral language skills in prekindergarten, and these effects were maintained through kindergarten and 1st grade. (author abstract)