This research was carried out in the initial reading and writing instruction in order to determine problems and solutions faced by children. The research is planned within the pattern of qualitative/science and was conducted with the participation of 20 first-class primary school teachers as patients. The findings reflect on the analysis of the data on language units, child, program and family. As a result, it is detected that the problems on the perception of childrens’ language units in initial reading and writing are related to the difficulties arising from family and program. The most difficult process at initial learning to read and write is children’s letter-sound collision process. Teachers stated that first grade students confuse similar sounds both at reading and dictating while learning initial literacy. At reading, similarly written letters (b-d, n-m, and etc.) and at dictation, similarly pronounced sounds with low audibility (n-l, s-z, ğ, and etc.) are confused with each other. According to the teachers, the most challenging process for students is to read open syllables and to join letters. As a result of the study, it is suggested to review the letter- sound order at initial literacy teaching, and to determine the readiness level for children to be first graders