The purpose of This study is to suggest directions for the screening and prevention of at-risk children with reading disabilities. This study investigating school-aged children`s development of reading ability essentially required for academic achievements in addition to the correlation between their reading environments and linguistic abilities. A total of 52 preschool children participated and were divided into age groups. To find out children`s reading abilities, this study examined their abilities of reading initiative functions and word recognition, and to find out their reading environments, this study investigated their reading education period, reading interaction hours and reading education hours through their parents and kindergarten teachers. Besides, to find out children`s linguistic abilities, this study investigated their vocabulary, listening comprehension, phonological awareness, rapid automatized naming, and non-word repetition task. The results of this investigation can be summarized as follows; Firstly, it was found that preschool children developed their abilities of reading initiative functions. Secondly, there was significant difference found between age groups in their reading environments. Thirdly, there was significant difference found between age groups in vocabulary, phonological awareness and rapid automatized naming. Lastly, there was a significant correlation found between their reading abilities and reading environments, and out of their linguistic abilities. The results of this study show that children develop their reading abilities even before preschool, and their reading abilities develop along with their reading environments and linguistic abilities.