The study examined the benefits of providing kindergarten teachers with feedback about students' performance on early literacy progress-monitoring probes. Students were administered the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in fall, winter, and spring; classroom environment was evaluated using the Early Language and Literacy Classroom Observation (ELLCO) in fall and spring. Teachers received either (a) specific information about students' performance on the DIBELS or (b) descriptive information about the DIBELS without performance feedback. Students whose teachers received feedback (n=55) made greater improvements on two DIBELS subtests compared to students whose teachers did not receive feedback (n=48). Feedback did not lead to greater change in classroom environment. Implications for using progress-monitoring to promote early literacy skill development are discussed.