Danas je sve većemu broju djece dijagnosticiran neki poremećaj učenja. Poremećaji se dijele na poremećaje čitanja, poremećaje matematičkih sposobnosti, poremećaje pismenoga izraţavanja. Svrha je diplomskog rada istraţiti koliko su učitelji upoznati s teškoćama početnoga čitanja i pisanja. Istraţivanje je provedeno metodom ankete na uzorku od 90 ispitanika. Ciljana skupina su učitelji razredne nastave. Analizom rezultata potvrđene su neke od pretpostavki istraživanja, a to su da učitelji poznaju poteškoće koje se javljaju u poĉetnom čitanju i pisanju kod djece mlađe školske dobi; učitelji koriste primjerena sredstva i metode u radu s učenicima s poteškoćama u početnom čitanju i pisanju; učitelji žele saznati ili naučiti nešto novo o poteškoćama; učitelji imaju kreativne ideje o unaprjeđenju rada s djecom s poteškoćama.

Nowadays, there is a rising trend of children being diagnosed with some learning disability. We classify these disabilities into dyslexia, which concerns reading problems, dyscalculia, which concerns problems with understanding numbers and math facts and dysgraphia, which concerns problems with handwriting. Purpose of this thesis is to investigate just how well are teachers familiarized with difficulties of starting reading and writing. Research was done though method of survey on a sample of 90 participants. Targeted sample were elementary school teachers. Though analysis of the results, some of the research assumptions were prove true: teachers are familiar with disabilities that occur in begginer's reading and writing with young children, they use appropriate means and methods to work with children affected by disabilities in reading and writing, teachers also seek to learn something new about these disabilities and have various ideas about how to improve working with children affected by these disabilities.