The purpose of this three-year investigation was to develop an 18-week shared book reading intervention guided by teacher feedback on instructional practices, including the design and delivery features from the shared book reading and vocabulary research that could be effectively implemented by preschool teachers to accelerate children's content vocabulary knowledge as researchers implemented a design experiment. To date, this methodology has been implemented in the design of few preschool vocabulary curricula. Thus, the results of this study contribute to the theoretical understanding of the feasibility of instructional practices that intensify typical shared book reading practices. (author abstract)