The purpose of this study is to measure the effect of a standard of care embedded language strategies program utilized in combination with direct language strategy instruction on the measured expressive language, cognitive development, social emotional development, and language development of prekindergarten students attending three neighborhood Title I schools. The independent variables in this study were prekindergarten students participating in the school district standard of care embedded language strategies program utilized in combination with direct language strategy instruction and prekindergarten students participating in the school district standard of care embedded language strategies program alone. The four overarching dependent variables evaluated for this study are: (1) Language Expression achievement; (2) Language Development; (3) Cognitive Development; and (4) Social/Emotional Development. This study may offer insight as to whether or not Title I prekindergarten students acquire greater language and vocabulary skills through direct instruction strategies with embedded language strategies or through embedded language strategies alone. The information could be used by school districts and policy makers to make decisions on how best to teach Title I prekindergarten students language and vocabulary. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]