Children’s performance in regards to early literacy is seen as foundational and essential for later academic success (Kamil, Mosenthal, Pearson, & Barr, 2000; Snow, Burns, & Griffin, 1998). In fact, there is evidence to suggest that children who are unable to acquire emergent literacy skills, as understood by Clay (1967), may remain at-risk throughout their future schooling (Shaywitz, 2004). Knowing the importance of developing early literacy, and the growing pressure on the early childhood education community to be accountable for addressing this imperative, the question becomes, “How can we support students in developing emergent literacy?”