Evidence strongly supports shared book-reading (SBR) as an opportune intervention for developing early literacy and language development in at-risk preschool-aged children. Many teachers of high-risk preschoolers, however, lack the instructional skills and evidence-based strategies essential for the most effective storybook experience. Twenty-three teachers and 354 students in low-income, urban, center-based programs participated in a randomized control investigation of the (a) effects of ongoing professional development/coaching (PD/C) and education status on teachers' implementation of evidence-based SBR strategies, and (b) students' early literacy outcomes given teachers' level of implementation of SBR strategies. Multiple regression analysis demonstrated that PD/C contributed to teachers' SBR practices. Teachers' educational status also contributed to SBR implementation. This study also found that teachers' implementation of shared book-reading strategies contributed to students' early literacy outcomes. Specifically, students' scores in name writing, rhyme awareness, vocabulary, and print/book awareness were positively affected by teachers' implementation of evidence-based SBR strategies. Implications of findings and future directions for continual research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]