This research examined the effectiveness of an emergent literacy intervention for prekindergarten children at risk for reading failure, to replicate and improve on significant findings from Year 1 of the study. Data are reported for 266 children in 72 child care and preschool sites in Year 2 of the study and for 374 children at 102 sites in Year 3. The intervention consisted of eighteen 30-min lessons delivered twice weekly to small groups of children. Lessons targeted critical emergent literacy skills through explicit, developmentally appropriate activities for prekindergarteners. Hierarchical linear models were used to nest children within center and measure treatment effects on phonological awareness, alphabet knowledge, and vocabulary skills. Results indicated significant treatment effects on multiple measures in Years 2 and 3. This study replicated and strengthened findings from Year 1 in demonstrating a positive impact of this intervention for prekindergarteners at risk for reading failure. (author abstract)