Child-friendly educational procedures consisting in the supporting a child in the mastering of the reading are implemented in two ways: a) an intermediate way (by “developing the readiness), and b) in an immediate way – by learning to read. Both types of actions should merge. Amongst factors determining success in the learning to read and write, P. Bryant and U. Goswami – authors of the casual theory of reading, indicate early- childhood phonological skills, including: identification and formation of rhymes and alliterations (i.e. the capability to differentiate larger elements than a single sound, but smaller than syllables (rhymes and alliterations)). Child’s susceptibility to, among other things, alliterations results in advances in reading and writing in the subsequent education. A significant part of the reported study was devoted to models of reading education applied in the case of the six-year-olds examined. Ideas on how to “introduce children into the world of writing” are basically realized acc. to two models – a standard and a holistic one (see: Górniewicz, 1989; Arciszewska, 2002; Marzano, Paynter, 2004). In both models, children are provided conditions for developing their “readiness for reading” and “mastering the skill of reading”. The models differ in terms of organization and applied methods of the learning to read (Czerwińska, Narożnik, 1997; Doman, Doman, 1992; Majchrzak, 1995, 2007; Rocławski, 1998; Arciszewska, 2002). Both models involve the acquisition of prosodic elements of language (with various intensity). The presented fragment of a research was aimed at providing an answer to a question on the level of capabilities to identify and form alliterations displayed by the surveyed six-year-old children. In analyses, consideration was given to the number of years the children have been attending to a nursery school and the model of reading education realized therein.