This study aimed to elaborate a procedure for early identification reading problems and to identify predictive variables for students of 1st grade. 206 students aged 6:0 to 7:11 years old were assessed by a procedure developed, contemplated with seven cognitive-language skills (knowledge of the alphabet, phonological awareness, working memory, rapid automatic naming, visual attention, reading words and non-words, understanding of words and phrases from pictures). The results showed statistically significant differences, showing that all students had lower performance comparing obtained with expected score in all skills. After regression analysis, the predictive variables were reading words, working memory and phonological awareness.