This article describes the language and early literacy program, including the use of extra instructional support, provided to low-income children in one Early Reading First (ERF) project. The article (a) describes the specific strategies used within a tutoring program to provide assistance beyond the classroom intervention program to children identified as at higher risk for future reading difficulty (i.e., children who performed below age-appropriate levels on the tools selected to measure children's language and early reading knowledge), (b) describes the impact of this support in conjunction with the classroom intervention on these children's language and early literacy achievement, and (c) offers suggestions for using this approach in other early care and education settings and future research. (Contains 2 tables and 7 figures.)