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This study assesses the effects of an innovative teaching tool, Narramus, which has been made available to nursery schoolteachers working in Priority Education Networks. Through reading activities based on children’s literature, this tool aims to develop narrative language skills, both receptive and productive. 78 third year and 87 second year nursery school classes were divided into three groups. The first group (G1) implemented Narramus and received support from educational advisors. The second group (G2) used Narramus without support. The teachers in the last group (G3) targeted the same skills and studied the same albums but without the help of the tool. Written comprehension, narrative skills and lexical acquisitions of 990 pupils were assessed six times throughout the year. The results show that those who used Narramus (G1 and G2), on average, achieved better results than their group 3 peers in all areas assessed and that the differences widened over the course of the year. However, the differences between G1 and G2 are not significant: the effect of the support was not proven.