Preschool Developmental Red Flags: Signs a Child May Be Struggling
- Melissa McCall
- 9 hours ago
- 6 min read
The Signs Were There, But No One Noticed...
When my daughter was in preschool, everything looked right on the surface. She knew her letter names. She knew many sounds. We read constantly, sang the songs, and played with nursery rhymes. As a former literacy loving kindergarten teacher, early literacy was part of our everyday life.
I remember thinking, If she’s not reading by kindergarten, I’ll be shocked. Not because I planned to push her, but because I assumed it would naturally come together. With all of her background knowledge, reading felt like the next obvious step.
When I tried early reading activities at home, though, something didn’t feel right. She became frustrated quickly. I didn’t want to push her before she was ready, so I pulled back. I trusted that when the time was right, it would "click" (as they say).
After winter break, her preschool began pulling a small group of children who appeared ready to begin some beginning decoding. She was included in that group. For a few weeks, I assumed everything was going well, until the director stopped me while I was volunteering one day.
She said, “Your daughter is in the reading group, but she’s really struggling and getting frustrated. I don’t think she’s ready yet.”
My immediate reaction was relief. Of course she’s not ready, I thought. Let’s not push this. I wanted to protect her confidence and avoid turning reading into something stressful. At the time, that response felt supportive and developmentally appropriate.
What I didn’t realize...and what her teachers didn’t realize either... was that this moment was a warning sign.
We believed that knowing letter names and sounds meant a child was ready to read. We didn’t even realize that phonological awareness was a necessary part of learning to read. (Yes, I went to a great college and had a master's in special education but was never taught this knowledge). We didn’t know that the ability to hear, notice, and play with sounds in words was foundational, not optional.
My daughter struggled with those skills. Rhymes were hard. Breaking words apart didn’t come easily. But because we didn’t know to look for phonological awareness, we didn’t recognize those struggles for what they were, which in reality were clear sign of a learning disability.
Because no one recognized or named that gap, the next several years of her reading journey were far harder than they needed to be. I didn’t know what to look for. I didn’t know what to support. What followed were years of struggle, advocacy, and eventually private testing, when we finally learned that dyslexia was part of her story.
Looking back, I can see how different those early years could have been if we had understood what her frustration was really telling us. The preschool developmental red flags were there. We didn’t know what they meant. And no one told us.
Why Early Literacy Is an Equity Issue
I’m telling you this story of my daughter on purpose. Not to assign blame or relive hard moments, but to name something that often goes unspoken in early childhood education: Early literacy is an equity issue.
We can all agree on this: every child deserves access to literacy. Access to books. Access to language. Access to learning.
But true equity is not just access. True equity is access to high-quality early literacy instruction.
High-quality literacy instruction means understanding how children actually learn to read. It means knowing what skills matter, what development looks like, and how to respond when a child needs support or is ready to learn the next skill. It is not about worksheets or long lessons. It is about intentionally merging research with play so that instruction meets children where they are.
Early literacy is an equity issue because:
Children don’t get a second window for early brain development. The foundational language and sound systems that support reading are built early. When support is delayed, the work does not disappear. It becomes harder.
Early literacy skills are not evenly developed. Some children develop strong language and sound awareness early. Others need intentional support. When we rely on “readiness” instead of careful observation, gaps are easily missed.
Gaps that go unidentified in preschool compound over time. Struggles with sounds, language and letters do not resolve on their own. They layer into decoding, fluency, and comprehension challenges later on.
Families rely on educators to name what they cannot yet see. Caregivers trust schools to notice early patterns, explain what they mean, and guide next steps. When information is not shared, families lose the opportunity to act early.
When early literacy is left to chance, some children progress while others struggle without support. When it is approached through high-quality, intentional instruction and advocacy, every child is given a fair opportunity to build the skills reading requires.
What to Notice in Preschool
Early literacy is not about pushing children to read before they are ready. It is about noticing how their language and early literacy skills are developing and responding with high-quality, intentional instruction.
Noticing does not mean diagnosing or placing labels. It means paying attention over time, tracking patterns, offering support early, and sharing clear information with families. This is part of our responsibility as educators and caregivers.
Families rely on us to observe development, explain what we are seeing, and help them understand what their child may need next. When information goes unnamed, opportunities for early support are lost.
High-quality early literacy instruction is grounded in research and woven into play, language, and everyday interactions. Decades of research show that oral language, phonological awareness, and alphabetic knowledge in the preschool years strongly predict later reading success. When these foundations are weak, reading becomes harder, and the work required to close gaps increases over time.
The areas below highlight three foundational skills that often reveal early gaps. They are not diagnoses. They are signals that guide observation, support, and meaningful conversation.
Oral Language
Understanding and using spoken language to communicate meaning
Possible signs to notice include:
Younger preschoolers (approximately ages 2–3):
Limited use of new vocabulary over time
Difficulty following simple directions even with repetition and visual support
Primarily single words or very short phrases beyond what is expected with frequent modeling
Older preschoolers (approximately ages 4–5):
Limited vocabulary growth compared to peers over time
Difficulty following multi-step directions during familiar routines
Sentences that remain short, unclear, or incomplete over time
Difficulty retelling events or stories, even with visual support
Phonological Awareness
Hearing, noticing, and working with sounds in spoken language
Possible signs to notice include:
Younger preschoolers (approximately ages 2–3):
Limited interest or participation in sound-based activities such as nursery rhymes, songs, or playful sound phrases
Difficulty clapping along to syllables in familiar words, even with modeling
Limited awareness of rhyme when exposed repeatedly through songs or books
Older preschoolers (approximately ages 4–5):
Difficulty recognizing or producing rhymes over time
Trouble clapping or identifying syllables in words during familiar activities
Difficulty noticing beginning sounds in familiar words
Trouble blending simple sounds together aloud
Limited interest or participation in sound-based word play
Alphabetic Knowledge
Understanding that letter symbols represent sounds and are used to read and write words
Possible signs to notice include:
Younger preschoolers (approximately ages 2–3):
Limited interest in letters or letter-based activities, even with playful exposure
Inconsistent recognition of a small number of familiar letters (such as letters in their name)
Ongoing confusion between letters when introduced informally through play
Older preschoolers (approximately ages 4–5):
Limited letter recognition that does not improve with repeated, intentional exposure over time
Difficulty connecting letters to their sounds, even when taught explicitly
Ongoing confusion between letters across multiple contexts
Avoidance of letter-based activities despite playful and supportive instruction
Strong memorization of letter names with limited connection to corresponding letter sounds
Final Thoughts
Early literacy equity begins with what we know, what we notice, and what we choose to act on.
Our responsibility as educators and leaders is not to diagnose or predict outcomes. It is to continually educate ourselves, observe development with intention, and respond when children need support (both intervention and extended learning). When we understand how literacy develops, we are better equipped to notice early patterns and name them with care.
When we commit to learning more, noticing earlier, and acting thoughtfully, we move closer to equity. Equity means every child has the opportunity to build the foundations they need, and every family has access to the information required to support them.
This work matters. Not because it accelerates reading, but because it protects children.
A Tool to Support Thoughtful Noticing
For educators and caregivers who want support with this, I created Early Literacy Milestone Charts that outline key developmental milestones across all six main components of early literacy in a clear, practical way.
These charts are complete with milestones by age, suggested activities for each skill, and a checklist to monitor growth. Great for both teachers and families.
Don't miss an update from Moving Little Minds! SUBSCRIBE HERE!
We believe that every child deserves a bright future, and this begins with a strong foundation in early literacy skills. At Moving Little Minds, we are dedicated to providing research-based literacy activities in fun and engaging ways! By merging instruction with play, we ensure that children are reaching their full potential and embark on their educational journey well-prepared for the
future! Let's build those KEY emergent literacy skills together.
%20(52).jpg)
Comments