A study by Rebecca Marcon, published in a preceding issue of Early Childhood Research and Practice, examined the effects of various preschool models on later academic achievement and found that an academically oriented preschool model had negative effects in later school years. This document combines a commentary by Christopher J. Lonigan and Marcon's reply. Lonigan's commentary calls into question the study's data analyses and interpretations. Marcon's reply clarifies points from the original report and provides findings from a re-examination of the data to answer Lonigan's questions. The commentary and reply are preceded by an introduction to the discussion by Lilian G. Katz. (HTH)