Background: The effects of increases in physical activity (PA) on early literacy skills in preschool children are not known. Methods: Fifty-four African-American preschool children from a low socioeconomic urban Head Start participated over 8 months. A 2-group, quasi-experimental design was used with one preschool site participating in the PA intervention and a second site participating as the control site. The PA program was designed to promote 300 minutes/week of moderate to vigorous PA academic lessons. Academic achievement related to early literacy and phonological awareness in the areas of rhyming and alliteration were assessed at baseline, 4 and 8 months. Results: Over 8 months, rhyming significantly (p <.01 improved="" in="" the="" pa="" group="" compared="" with="" controls="" resulting="" between="" differences="" at="" months="" alliteration="" significantly="" as="" minutes="" of="" exposure="" to="" moderate="" vigorous="" increased="" change="" picture="" naming="" p="" and="" rhyming="" increased.="" conclusion:="" a="" teacher-directed="" program="" is="" effective="" increasing="" improving="" early="" literacy.="" abstract="">