Abstract: This research, of a qualitative nature, aimed to investigate the academic performance of reading, general and specific writing of students enrolled in the third years of the initial years of primary education at the municipal school in the city of Brejo da Madre de Deus – PE, analyzing the importance of the social practice of reading, as well as discussing the possible indicators that contribute to students in the third years of elementary school reaching the end of this educational stage with difficulties in acquiring reading and writing. The schooling process of children with reading and writing difficulties presents situations that range from the presence of various school difficulties to the absence of learning to read and write in the early years of elementary school, which has shown the sad reality without the consolidation of literacy. The data collection process used the questionnaire, an instrument formulated with open and closed questions. The results indicate that teachers know the process of acquiring reading and writing. It is concluded that reading and writing are progressive processes that deserve continuous action from the specialist and the teacher, so that, in the future, they integrate the child into the process of knowledge formation. Finally, it should be emphasized that the conclusions demonstrate that there really are learning difficulties in reading and writing in the initial grades and that in turn, they interfere in the construction of the learning process, which is a gradual, continuous and individual process.

Keywords: Learning; Indicators; Difficulty reading and writing.