The early childhood literature has documented the impact of early literacy experience on children's later language and literacy development. The research also showed the achievement gap between children from lower socio-economic status and their peers from more economically advantaged backgrounds. To address this gap, the existing literature has suggested the potential impact of summer intervention programmes on preschool-aged children's early language and literacy skills prior to their entry to kindergarten. The focus of this study was to expand the literature by examining the immediate and long-term effects of a summer intensive literacy programme on preschool-aged children's language and literacy skills. Pre- and post-tests and group comparison results suggested that the summer intensive programme was effective in improving participating children's name writing, upper-case recognition, and print and word awareness. The data collected during the summer and the fall semester further suggested the longitudinal effects of the summer intervention programme. (author abstract)