In this project, we will examine teacher instructional strategies as a moderator of child grade entry skills in predicting literacy achievement at 2nd and 3rd grade. We will also examine how variations in the match between teacher instructional strategies and child grade entry skills are associated with children's engagement in the classroom and literacy achievement. Further, we will examine whether children's engagement in the classroom serves as a mediator of the associations between the teacher-child match (i.e., teacher instructional strategies X child grade entry skills) and children's literacy skills. We will also explore whether the pattern of mediation is consistent for each grade. That is, whether the importance of children's engagement in the classroom for literacy achievement is similar or different across 2nd and 3rd grade. Finally, we will explore whether our model differs for African American and non-African American children.