Abstract
There is a great difference among the children in terms of adopting the reading literacy. This paper deals with the most significant differences at the beginning of education, which are being observed and which have influence on developing reading skills.
These differences grow from earlier development periods and they are related to dispositional characteristics of the child, as well as its pre-reading experiences. Development of the child in a preschool age, not only in general perspective, but also in the area of pre-literacy, depends on social factors, as well as domestic and other social environment.
Achieved level of reading qualifications corresponds with aforementioned factors. Important question is, how the child apprehends reading and how is its meaning interpreted.