The ability to recognize sight words, phonological awareness, syntax, semantics, and pragmatic skills begins to develop during the preschool period, and is important for formal reading education. The purpose of this study was to define individualized studies that support the development of literacy skills among hearing-impaired preschool children. A qualitative case study methodology was used in this study. The evaluation of the study data, teacher interviews, participant observations, documents, individualized reading video records, and instructional conversation and individualized reading assessments were performed using a researcher journal. Collected data were analyzed by means of a content analysis and a descriptive analysis. The study results showed that within the context of literacy preparation activities, conversations and individualized readings were performed every day with each child. Instructional conversations were performed using story books, sequential pictures, and single-card pictures within the scope of the subjects covered in class. During individualized reading activities, matching-completion-sequencing activities and big books prepared during group classes were used. The children's individual participation in conversations was evaluated based on their ability to describe events, to understand and answer questions, and to fulfill communication goals. During the evaluation of individualized reading activities, it was observed that the children's skills in recognizing words, in matching writing to a picture or other writing, in reading words and sentences, and in expressing their meanings were assessed. Individual conversations and reading activities constitute an important part of literacy preparation activities organized for hearing-impaired preschool children. The systematic application of these activities allows for the identification of the children's strengths and weaknesses, and contributes to the development of language skills according to their individual needs.