To assess early literacy development in Renaissance classrooms nationwide, the 2000 Early Literacy Survey was mailed to a sample of 411 randomly selected Renaissance Model and Master pre-K-3 educators. This population of teachers was chosen for the study because they have systematically certified that their implementation of Reading Renaissance is proper and accurate. Survey questions focused on the definition of reading as specified by the Reading Excellence Act (REA), a law which is authorized to teach every child to read by the end of third grade and provide early intervention to children at risk of being inappropriately identified for special education. REA also discusses the six dimensions of reading that "must be used by all schools who implement reading strategies under REA." Survey statements were formulated around the REA's definition of reading using neutral, straightforward wording that would not bias responses. A 6-point Likert scale was used for scoring, where one was equivalent to 100% disagreement and six was equivalent to 100% agreement. With a final response rate of 65%, the 2000 Early Literacy Survey strongly indicates that Reading Renaissance helps teachers address many of the critical prereading skills (such as phonemic awareness, phonics, and fluency) that help ensure future reading success for all students. (NKA)