Reading and writing a right of all

Abstract

For many decades, many failures and evasion from school, especially during the reading and writing learning process, have been indicated as one of the main problems at elementary school. The learning process, even after several educational system changes, still presents a concern about the high rate of pupils who cannot read or write. This issue becomes more crucial, since the new legislation accepts that fourth grade pupils from elementary school have neither initiated their written language comprehension process nor reached the alphabetic hypothesis. The previous stage occurs when pupils are able to read and write graphically what they think or speak, so it is the alphabetic basis comprehension that states a certain knowledge level of this process so that it can be improved. The aim of this paper is a reflection on the educators actuation related to this population with reading and writing problems, about elementary school fourth-graded-pupils who need a different educational offer which will be able to continue their learning. The data and analysis are from a wide research and those can clear up the relation between the practical and professional reality and the efficiency of the knowledge transmission related to the reading and writing