Activities aimed at literacy preparation in the pre-school period are an important factor in the creation of a basis for the teaching of formal reading. This study aims to define the characteristics of education programs that support the development of literacy skills in hearing-impaired children, and are applied in groups in the pre-school period. To this end, a qualitative case study was applied, during which research data was garnered through teacher interviews, participant observations, documentation, records of the validity and reliability committee, and a researcher journal. The study data was analyzed through a descriptive analysis and themes were determined. The research results show that the application of various in-group activities allows the relationship between oral language and print to be emphasized, and these activities can be organized in such a way that they support the use of such tools as sight words, phonological awareness, syntax and semantics.