The present study utilized a quasi-experimental design to investigate the effects of a data dissemination strategy on the development of letter naming and object counting skills in preschoolers. The intervention involved the repeated assessment of these skills and a framework for how the resulting data were made available to teachers. The framework highlights: (a) limiting data collection to performance assessments of variables under teacher control, (b) frequent assessment of these variables, (c) graphic display of data and (d) presentation of data in peer-group workshops. The intervention resulted in improved performance on both outcome variables relative to a no treatment control group and a phonics control group. In addition, teaching behaviors were observed to occur during the intervention that predicted child academic outcomes. Discussion is focused on how non-directive data management strategies may improve teacher adherence to evidence-based practices and child academic outcomes.