Research has shown that children who commence school with advanced language and literacy-related knowledge and understandings are more likely to become successful readers and writers (Clay, 1966, 1979; Hall, 1987; McNaughton, 1995; Storch & Whitehurst, 2002; Teale & Sulzby, 1986; Wells, 1985; Whitehurst & Lonigan, 2001; Yaden, Rowe, & McGillivray, 2000). In contrast, those who commence school with poorly developed oral language skills and little personal experience and conscious awareness of print, have a much greater chance of experiencing early literacy difficulties. A study with 114 young children investigated predicting patterns of early literacy achievement in Year 1 by examining the relationship between children's phonological awareness skills and understandings in the prior-to-school period (preschool) with a range of measures of literacy after five months in Year 1. The study took place in three large metropolitan schools in the state of Queensland, Australia. Results showed preschool measures of phonological awareness correlated with literacy achievement five months after commencing Year 1. Cluster analyses too were utilized and these results also predicted Year 1 results and identified best performing and poorest performing clusters of children.