The purpose of this case study was to investigate a segment of a data set collected as part of a larger ethnographic study exploring the early language and literacy practices of one unique preschool programme, selected for its unusually high outcomes for children in typically underserved populations. The original study explored administrators’ literacy leadership within the context of system-level funding and oversight inequities and inadequate local, state, and federal support. Analysis from the original study showed that their lofty commitment to a ‘twenty-five books a day’ mindset guided them in supporting teachers as they made books, stories, and language play a universal occurrence throughout the school day. This article, reporting on an extension of this original study, explores how school administrators operationalized this ‘twenty-five books a day’ mindset: prioritizing ample and consistent (1) access to high quality, diverse books, (2) both structured and impromptu, responsive literacy interactions, and (3) professional support for teachers.

本案例研究的目的是调查作为较大的人种志研究的一部分而收集的数据集的一部分，该研究探索一个独特的学前班计划的早期语言和识字实践，该计划是为通常服务不足的人口中的儿童获得异常高的结果而选择的。原始研究在系统级资金和监督不公以及地方，州和联邦支持不足的情况下探索了管理员在扫盲方面的领导地位。原始研究的分析表明，他们对“一天25本书”的崇高承诺引导着他们在整个教学日中使书本，故事和语言普遍使用，从而支持了教师。本文报告了这项原始研究的扩展，