Introduction Early literacy development plays a significant role in a wide variety of fields and activities. It may be particularly essential in terms of early education, communication, and means of obtaining knowledge. There are five main predictors of early literacy, including oral language, phonological awareness, alphabet knowledge, concepts about print, and early writing (Fricke et al., 2016). Each of these predictors involves a set of specific skills. Oral language is closely related to expressing thoughts and feelings, sharing information and ideas, remembering, asking for help, and giving advice. Phonological awareness is the ability to understand different sound patterns (Center for Early Childhood Education, 2013). It also represents such skills as identifying syllables and rhymes, correlating the letters with the sounds, and understanding blended sounds. Alphabet awareness is the ability to identify letters from the alphabet, which is related to writing and understanding letter sounds (Center for Early Childhood Education, 2013). Concepts about print involve the ability to recognize print, understand its meaning, and the diversity of purposes. Early writing is related to allowing communication through writing, even if the spelling is incorrect. It provides children with the opportunity to practice writing and improve their spelling gradually. Communication has numerous functions and areas of implementation, and hence literacy may be an inseparable part of modern life. The above-mentioned predictors may indicate that literacy skills are developing correctly. They may also be utilized in order to identify weak points and introduce an individual approach to each child. Even though, in some cases, one predictor with its set of skills may be less developed than the other, these predictors correlate with each other (Teale et al., 2018). Therefore, poorly developed skills in one area may lead to insufficient skills in the other. Lack of alphabet awareness may prevent the development of writing skills and interfere with understanding of the concepts about print. It may be necessary to address each predictor comprehensively in order to introduce sustainable early literacy. My Literacy Experiences  1. One of the first literacy experiences is closely linked with the introduction of the native language and learning how to speak (OL) (V)  2. Learning Spanish allowed me to identify different sound patterns (PA)  3. Even though my parents did not teach me English, they provided me with preliminary skills in Spanish (V) (OL)  4. I heard English speech for the first time and was surprised by the difference in the sound patterns (PA)  5. I watched various cartoons and TV shows in English, trying to understand the meaning of words (OL) (PA)  6. Unfortunately, there were insufficient reading experiences, yet I was introduced to reading and writing when my grandparents sent letters (AK) (CAP)  7. Even though my parent did not read to me, they explained to me the concept of letters and introduced the basics of the Spanish alphabet (AK)  8. My parents also bought me various educational toys designed to teach simple words and letters (AK) (CAP)  9. I frequently saw my parents reading and writing while paying bills and doing different paperwork (CAP) (W) 10. Sometimes I took sheets of paper and tried to write si