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Adoption of a comprehensive language curriculum may provide a value-added benefit only under highly specific circumstances. Findings suggest that at-risk children who receive relatively large doses of a curriculum (as measured in days of attendance during the academic year) that emphasizes quality language instruction may experience accelerated expressive language growth during pre-kindergarten.

Although teacher responsivity education is viewed as benefitting children's language and literacy development, the impacts of this type of intervention on children's skills warrant further investigation.

This study supports the need for speech-language pathologists to work closely with preschool educators to implement the activity contexts and instructional processes associated with high-quality preschool language-learning environments.

Findings suggest that transference from uppercase letter knowledge may be a primary mechanism for lowercase letter knowledge and that young children's knowledge of the lowercase alphabet letters is multiply determined.

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