In American culture, although literacy is an integral part of daily life, little is known about the development of teaching of early literacy skills to young children with disabilities. This study examined the effects of a comprehensive early literacy curriculum designed for use with preschool children, focusing primarily on children with disabilities. The goal was to examine effects on early language and literacy measures among three preschool populations: (1) children with disabilities; (2) children who are at risk of effects from economic disadvantage; and (3) children who are developing "normally." The study was conducted over a 2-year period, using a population of 70 children. Data were collected from inclusive classrooms in a child development center and self-contained classrooms in the public schools. Measures included the Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R) and the Early Literacy Checklist. Activities designed to facilitate skills in print awareness, metalinguistic awareness, and oral language were implemented over a 6-month period with the three preschool populations. Both the children with disabilities and the children at-risk made significant gains on standardized and criterion-referenced measures of language, early literacy, and metalinguistic awareness. (Appendices contain sample learning activities, including shared storybook reading, nursery rhymes, and show and tell. Contains 54 references.) (BGC)