The purpose of this study was to identify the types of early reading tasks with which final year (5-6 year olds) Jamaican basic school children are struggling that place them at-risk for reading difficulties. A sample of 409 (224 females, 185 males) children in the final year of basic school were tested using measures of language development, phonological awareness, letter identification and letter-sound knowledge. Language development was found to be an area of strength. On measures of phonological awareness, letter identification and letter-sound knowledge, their performance indicated that these are the early reading tasks that place them at-risk for reading difficulties as 40% failed to identify sounds in the initial or final position in words, 32% were unable to identify letters and to match them with their sound, and 70% were unable to blend sounds dictated to identify words. Early identification of children at-risk for reading difficulties was highlighted.