This article reviews research on early linguistic precursors and enabling skills of reading acquisition among young children. Language development starts early in infancy when the child learns to categorize the speech sounds according to the pattern typical of the mother tongue. Equipped with these sound categories the child is ready to learn to segment words from the sound stream and to understand and to use words. The precise phonological representation of words will facilitate the important development of phonological awareness. Some longitudinal research and training studies indicate the causal direction of the relation between phonological awareness and reading. Preventive and remedial implications are pointed out. Preventive effects are related to vocabulary exposure in different social environments and to informal early literacy socialization. In particular, the benefits of reading aloud to children are discussed. The complexity of the causal relationships between different aspects of early language development, including genetic influences and later reading is emphasized.