Amy uses very few syllable-initial consonant clusters, which occasionally makes her hard to understand. (This isn't unusual for children her age, as I understand.) For example, if she lies down and snores, she's 'leeping, and if she runs around with outstretched arms, she's 'lying. And the colourful things that grow on meadows are 'lowers.
She's recently started trying to make initial clusters with an /l/ as second element -- typically, they'll turn out either as /ɬ/ -- much like Welsh "ll" -- or as something like /ɕl/ (regardless of whether it's /sl/ /fl/ /bl/ or whatever in standard pronunciation).
She seems to tend to read boustrophedonically -- if I ask her to spell out words on short two-line inscriptions, she'll tend to spell the bottom line right-to-left.
She also doesn't seem to distinguish yet between things such as "14" and "41" (since they're both "a one and a four"), and while she can recognise some two-digit numbers (especially "14" = "fourteen", perhaps since that's her favourite bus), she'll tend to read "11" as "two", since it's "one and one". (Cue polysemy of "one".)
When counting, she'll typically go ..., eleven, twelve, fourteen, sixteen; I wonder whether this because "thir" and "fif" are not words while "four" and "six" are.