The aim of this paper is to investigate the opinions and awareness of parents and preschool teachers about encouraging reading in children before they start school. The research has shown a high level of awareness of parents and preschool teachers about their role in encouraging reading of preschool children. To adopt reading skills, it is necessary to meet external and internal conditions, from biological predisposition, to the environment surrounding of the individual. This is accomplished in everyday communication with adults, and to make the child become a reader it is necessary to develop voice sensitivity as early as possible. This is accomplished in everyday communication with adults, and to make the child become a reader it is necessary to develop voice sensitivity as early as possible. In order for a child to learn, it is necessary to meet the three main conditions. These are: learning ability, learning motivation, and learning outcomes. The prerequisites for reading development are distinct from internal and external. In internal factors, we encompass genetic function and undeserved function and structure of nerve paths. Outside factors include the child's life situations, the material and social environment of early childhood, and cultural factors such as attitudes towards reading and literacy. We distinguish three main external sources for the development of reading skills: family, pre-school education and schooling. The role of the family is manifested in the realization of material conditions, voiceless encouragement and attitudes and values. The role of parents and preschool teachers is to encourage preceptive skills and to develop love for reading. The role of the preschool teachers is to early identify any future difficulties that might occur with reading.