Reading and writing are activities systematically carried out from the beginning of primary school, and the encouraging language activities of listening and speaking, as well as the development of pre-reading skills represent the foundation for both activities. Because of the complexity of the reading and writing process, some students may experience difficulties in those language activities. Since writing is a more complex activity, more students experience difficulties in that area. In general, the difficulties can be divided into non-specific ones, in which they are a secondary phenomenon arising from another problem, and specific learning difficulties that appear in the form of dyslexia and dysgraphia. Teachers carry the main role in recognizing difficulties and deviations from orderly language development and in cooperation with the schools’ experts and speech therapists, they adjust their way of working so that these students can successfully adopt the teaching content, although in a more difficult way. For the needs of the thesis, a study was conducted with the aim of: determining ways to adapt teaching methods and procedures to students with reading and writing difficulties; examine the appropriateness of applying such approaches in the process of language acquisition and learning; identify and compare differences in the test of reading, retelling and writing essays between students with reading and writing difficulties and students without difficulties. Teachers filled out questionnaires in which they listed different procedures for adapting to students with disabilities, such as dividing the text into smaller units, adjusting the shape and size of letters, additional individual explanations, longer time to complete the task, etc. The studient’s ability of reading was also tested, then retelling and comprehension abilities of text (age appropriate), as well as writing abilities (graphomotor and creative skills). For each area (reading, retelling, writing), a content analysis was performed and the total number and type of deviations (errors) from norms of the Croatian standard language were determined. The analysis of the results yielded the largest number of deviations from grammatical norm in all three areas of the study. Students with disabilities show a higher number of errors in individual results, as well as partial or complete misunderstanding of the read text and poorer elaboration of the written essays topics. The obtained data, although in a relatively small sample, indicate an increasingly serious problem in mastering the language activities of reading and writing, which requires a deeper understanding of the topic of deviation from orderly language development, as well as creating opportunities to improve teaching activities for students with reading and writing difficulties.