Shared storybook reading is a naturalistic activity that promotes early literacy skills and is predictive for later reading and writing. Unfortunately, children with complex communication needs can seldom reap the benefits of that method of implicit learning. Adapted storybooks represent a recent method of support that speech and language pathologist use in the field of alternative and augmentative communication. Owing to a wide variety of adaptations, these storybooks offer the opportunity of interactive participation to children with a wide variety of impairments, while also displaying beneficial effects on children with typical development. The aim of this study is to investigate the efficiency of reading adapted storybooks in promoting language skills compared to reading standard storybooks. Language skills were examined in the context of skills related to narration as an element of early literacy, on both macrostructural and comprehensional level. The study included 30 children of typical cognitive and language development, chronological age from 5;07 to 6;07. Two stories, Mačka and Pas, were used and they are part of MAIN: Multilingual Assessment Instrument for Narratives. The results indicated that after reading adapted storybooks, children have significantly differed in the areas of comprehension, using terms that describe internal states, and structural complexity on the level of abbreviated episodes (goal- attempt or goal- outcome), with a noted higher frequency of more structurally complex episodes. No significant difference was found on the story structure variable and the rest of the levels of structural complexity. Also, subjective assessment has shown increased interest among children in reading adapted storybooks, as well as a more frequent occurence of initiating conversation and commenting of the storybook. Taking results into account, we can conclude that reading adapted storybooks efficiently promotes language skills in typically developing children. In addition, the results encourage speech and language pathologists to include adapted storybooks and visual support more often in their work.