Shared reading is defined as book reading activities in which teacher and a child read the book together in an one to one reading setting or teacher and a small group of students read the book together. Shared reading is an activity that provides an opportunity to children to be an active participant of reading process, supports the development of listening and comprehension skills, and contributes to oral language skills. The aim of this study is to examine the process of supporting early literacy skills of preschool children with shared reading activity. This research was designed as an action research. The participants of this study were a child with hearing loss, researcher, parents of child, kindergarten teacher and validity committee members. Researcher diary, interviews, audio records of practices, documents, records of validity committee meetings, and process products were the data collecting methods of this study. In additon to those methods, readability levels gradually increased storybook series were prepared as a data collecting tool. The research process consists of two stages which are before the practice period and practice period studies. Before the practice period participant’s receiptive and expressive language skills were assessed and story telling, story reading, sharing events on one picture card, singing songs and follow up activities were applied. During the research process, it was seen that child with hearing loss had some difficulties about listening comprehension and expressing what was listened. In order to solve those problems, activities were focused on participant’s listening and comphrehension skills’ improvement. To support to express what was listened, story related questions were asked, and researcher has been a role model for expression. Based on researh findings it might be said that child with hearing loss benefits from shared reading activities which were prepared based on language skills of child and applied sistematically.