Early Achievements - Shaping Early Language and Literacy Skills

Inclusion Criteria for Teachers * Having students in the identified age range * Having at least one child in their classroom who receives language-focused related services, has an existing diagnosis of language delay or disorder, or meets study criteria for DLD on the research measures * Planning to teach for the duration of the training period. Inclusion Criteria for Students in the DLD group: * use phrases containing a noun and a verb in most spontaneous utterances (per teacher report) * are exposed to English \>50% of their time at home (per parent report). receive language-focused related services, have a prior diagnosis of language delay or disorder, or meet study criteria for language delay on the CELF P-3 and/or CUBED NLM. * CELF P-3: score more than 1 standard deviation below the mean on at least one subtest * NLM criteria: receives two Listening Retell score raw score of \<5 on Fall measures or \<7 on Winter measures * between approximately 45-65 months of age Inclusionary criteria for students in the TD group: * cannot have an identified DLD or developmental disability and does not meet above criteria for language delay/disorder * between approximately 45-65 months of age. * are exposed to English \>50% of their time at home (per parent report) Exclusion Criteria: Exclusionary criteria for both the DLD group and TD group: * having a visual or hearing impairment after correction (per parent report) * having a motor impairment that renders them unable to reach and grasp objects or sit independently * score more than1.5 standard deviation below the mean on the Mullen Scales of Early Learning Visual Reception subscale * This criterion will be evaluated on a case-by-case basis at the PI's discretion as children's performance may be affected by any of a number of factors and a single response variation may result in a child missing the cut-off while clearly succeeding cognitively in the classroom.