An examination of the impact of the Early Reading First (ERF) program on receptive and expressive language, phonemic awareness, print-word awareness, and alphabetic knowledge of 3 and 4 year old preschoolers in combined regular and special education classrooms from a secondary analysis of a data with 81 students identified with a disability in the experimental group from 15 classrooms and a control group selected from 15 preschool classrooms that serves 24 students with a disability students, in 1 school district in Utah