In this study, it was aimed to determine whether the children aged 60-72 months were in the risk group for early literacy skills, and whether their certain socio-demographic characteristics are effective on their early literacy skills. In line with this purpose, the study was conducted using the relational screening method in the spring semester of the 2017-2018 school year. The participants were composed of randomly selected 165 preschool children aged 60-72 months on voluntary basis of their parents. The data collection tools were; the Personal Information Form developed by the researchers, and the Test of Early Literacy (TEL) developed by Kargin, Ergül, Büyüköztürk and Güldenoglu (2015). In the analysis of the data, the TEL scores of children were calculated and those in the risk group were determined through the cut points. The Chi Square test was used to compare categorical data. Based on the Chi Square test results, variables with statistically significant differences, binomial logistical regression, and odds ratio were calculated. The results revealed that the participant children were below the cut points at a rate ranging from 15, 85% to 60, 98%, and were in the risk group in terms of early literacy skills. It was also found out that the gender variable had no effect on being within the risk group in terms of early literacy skills; the educational status and income levels of the parents increased the early literacy skills of children, in other words, having parents with high educational status and high income levels prevented the early literacy skills of children from being below the cut points, and from being disadvantageous.