Reading skill is one of the core literacy skills of every individual. Early reading of children has a great impact on their future learning pathways and success of school life. The purpose of this study was to investigate the reading readiness of kindergarten students in Myanmar and to examine some causes of reading readiness. Quantitative survey method was used in this study and a total of 222 Kindergarten students from seven schools in Yangon and Rakhine were selected by using multistage cluster sampling method. Myanmar Reading Assessment Test (Cronbach’s alpha of 0.925) for kindergarten was used to administer the reading readiness skills of Kindergarten students. In addition, demographic factors of students and parents’ involvement in children learning were collected by using self-administered questionnaire. The statistical analysis methods used in this study were descriptive statistics, percentile, t-test, and ANOVA. According to this study, there are five reader groups: below basic (25.7%), basic (6.8%), satisfactory (11.3%), proficient (16.7%) and advanced (39.6%) levels. The results of the statistical analysis can be concluded that no preschool experiences and lower socioeconomic status, and unsupportive parents are the main factors in affecting reading readiness. Among these factors, preschool experience is the only solution that can be tackled to lessen the reading readiness than other two factors. However, most of children in Myanmar cannot yet access preschool program adequately. Therefore, government, NGOs, INGOs, CSO, CBO and other organizations should make assure that every child must have an opportunity to attend preschool regardless of geographical barriers.