This work is talking about the importance of adopting pre-reading skills in pre-school age and how to develop and encourage them. At first are defined pre-reading skills and how their adopting process is going on. The best predictor is the phonological awareness which is manifested through the recognition of the words being rhymed, counting the slogans, separating the beginning of the word from the end and separating the voices into words. Pre-reading skills are developed under the influence of various internal and external factors. When it comes to internal factors, they are made up of genomic function and undeserved function and texture of nerve paths, while external factors appear in the prenatal period, material and social environment of early childhood and cultural factors. Work is also concerned with the quality of the child's environment which is especially needed in promoting pre-arts skills. Then, it is stated that the reading process is being followed and and what phases are needed to read the reading successfully. However, there are also symptoms which may indicate the difficulty of learning how to read reading. One of these symptoms is the slow development of reading. Practical part was done at the kindergarten "Izvor" in Samobor. Children are offered activities that stimulate pre-reading skills such as recognizing the first and last voice in words. Conducted activities and observation of children in work, I noticed that most children understand that the word consists of voices and that each voice has a specified letter.