This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were assessed with a battery of assessments to measure their language and early literacy skills twice each year. Linear growth model analyses show that Spanish speaking ELLs made significant gains from pre- to post-test after receiving a double dose of an intervention (Head Start and Early Reading First), and there was a significant effect for years enrolled in the programme on Spanish-speaking ELLs. (author abstract)