A study of the relationship between participation in Systematic and Engaging Early Literacy Instruction (SEEL), a supplemental intervention developed by speech language pathologists who modeled literacy strategies for teachers, and both teachers' impressions and self-reported classroom changes resulting from the program, based on data from 3 Head Start teachers at the end of the program year, and follow-up interviews with 2 of the 3 teachers 2 years after they had completed their involvement with SEEL