The following manuscript is a review of research surrounding best practices for language and literacy development in children birth to age three. Part 1 of the review begins with the research on language acquisition beginning in utero, continuing through infancy and onto the emergence of speech. The review discusses the importance of language interaction with others in the development of volubility or fluent speaking. To develop meaning, the importance of concrete referents, three-dimensional visualization, object permanence, and mental imaging are reviewed. The effects of socio-economic status, school, and language impairment are discussed in terms of their effect on child development. Reading development is addressed, including letter identification, phonological awareness, letter-sound correspondence, word reading, reading fluency, and comprehension. Part II of the reviews the research and implications for teaching language and early literacy skills. The review includes a review of recommendations for instruction by reading process and the strength of the scientific research compiled by What Works Clearinghouse. Part III discusses the efficacy of various professional learning models including micro-credentialing, literacy coaching, web-based delivery, and sustaining at-scale change.