This research aims to investigate the impact of an early literacy programme called 'Dialog, Play and Tell--Early Literacy Skills Support Practices with Mother Involvement (DPT-ELP)' on the early literacy skills of socio-economically disadvantaged children. An interventional mixed research design was implemented with 13 children attending municipal children's clubs in Ankara. The experimental group comprised seven children accompanied by their mothers, while the control group included six children. The results demonstrated a significant difference in the pre-test and post-test print awareness and story comprehension skills scores of the children in the experimental group in favour of the post-test. In addition, it was determined that the expressive language and receptive language skills scores of the children in the experimental group were higher than the children in the control group. Children in the experimental group made progress in terms of print awareness and vocabulary as a result of the activities implemented.