Research in the field of the development of initial literacy is characterized by the growing influence of cognitive and constructivist-orientated psychology and educational theory. In this spirit the contribution deals first with the creation of the base predispositions of the child for reading, with an emphasis on phonological awareness and phonological sensitivity, the exploitation of play as the leading type of activity (specifically language ga-mes, articulation games) and on an in-formally activating socialization environ-ment. Second, the páper characterizes the importance of the influence of school as a turning point, with the emphasis on aspects of reading activities, metacognitive processes and what is known as teaching the whole personality, which also develops the personality. Third and finally, stress is placed on the transition from functional literacy to active literacy, consisting in the fulfillment of the purpose of learning to read by relationship to the book as an important cultural dimension of personality development.