Most of the skills and abilities that determine early literacy are language based. Therefore, children with specific language form a group that is at risk for occurrence of difficulties in the period of early literacy and later in period of learning to read and write. Phonological awareness and letter naming are important predictors of performance in mastery of reading and writing. Children with primary language impairment show difficulties in mastering these skills. Timely and targeted speech language therapy can entirely or partially eliminate difficulties. Researches show that both individual and group therapy are successful ways for delivering speech language therapy for children with primary language disorders. The Croatian group program „Mala studilica“ that is designed and developed in „Logopedsko-rehabilitacijskom centru BLAŽI“ aims to prepare children with communication and language difficulties for school. The aim of this study was to examine the impact of school readiness group program „Mala studilica“ on the development of phonological skills in children with specific language impairment. The sample included 13 children, participants of group school readiness program „Mala studilica“ in the year 2018./2019. For research purpose some tasks from PredČiP test (Kuvač Kraljević i Lenček, 2012) were used and those were: phonological awareness and letter naming. The trial was conducted at the beginning of the program and at the end, and the results were compared. The results show significant differences on variables of rhyme identification, syllable segmentation, phoneme segmentation, phoneme blending, naming capital letters and naming small letters. Differences on variables of rhyme production and syllable blending did not show significant differences. Based on the results of the research, it is concluded that the school readiness group program „Mala studilica“ successfully influences the development of phonological awareness and letter naming in children with specific language impairment and social communication disorders with an emphasis on language difficulties. Given the success of the program, it is concluded that well-structured group language therapy is just as effective as individual. The research can contribute to the improvement of speech therapy in Croatia and encourage the development of group programs modeled on the "Mala studilica" program.