Early childhood educators play a crucial role in language and literacy development and in promoting academic readiness. Shared book reading presented in early childhood classrooms can positively impact a child’s language and literacy growth. The purpose of this pilot study was to examine the effectiveness of a shared book reading program implemented by a speech-language pathologist (SLP) utilizing adapted storybooks in a preschool classroom. The preschool teachers’ perceptions of the shared reading program were explored regarding the instructional practices presented to support language and literacy development. This study included pre- and post- semi-structured interviews with five preschool teachers featuring open-ended questions. A qualitative content analysis was used to analyze coded text from participants’ responses for patterns and themes. Pre-interviews collected information about preschool teachers’ knowledge relevant to language and literacy development in early childhood. Post-interviews identified preschool teachers’ perspectives regarding the value of a shared book reading program relevant to language and literacy development. Implications of a shared book reading program in a preschool classroom with SLPs and preschool teachers as collaborators are discussed. The study provides evidence that a shared book reading program, using adaptive storybooks, facilitated by an SLP in collaboration with preschool teachers can result in positive outcomes in early childhood education settings.

幼儿教育工作者在语言和读写能力的发展以及促进学术准备方面发挥着至关重要的作用。幼儿课堂中的共享书籍阅读可以对孩子的语言和读写能力的发展产生积极影响。这项试点研究的目的是检验由言语病理学家 (SLP) 在学前班教室中利用改编的故事书实施的共享书籍阅读计划的有效性。针对支持语言和读写能力发展的教学实践，探讨了学前班教师对共享阅读计划的看法。这项研究包括对五位学前班教师进行事前和事后半结构化访谈，并提出开放式问题。使用定性内容分析来分析参与者对模式和主题的响应的编码文本。预访谈收集了有关学前教师与幼儿期语言和读写能力发展相关的知识的信息。访谈后确定了学前教师对与语言和读写能力发展相关的共享书籍阅读计划的价值的看法。讨论了在学前班教室中以 SLP 和学前班教师为合作者的共享图书阅读计划的意义。该研究提供的证据表明，由 SLP 与学前教师合作推动的使用适应性故事书的共享读书计划可以在幼儿教育环境中产生积极的成果。