This chapter presents reflections derived from various investigations carried out with both children and teachers about the literacy process in school. There is a tendency to extrapolate results from different disciplines such as psychology and sociology, among others, to direct application in the classroom. Teachers follow different trends, without adapting to the teaching and learning needs of reading and writing. The great absence in these discussions is usually didactics, a discipline that deals with studying teaching practices. In advanced research, it has been found that teachers ignore pedagogy, put didactics as an adjective and the activity as a noun; however, although the proposed activities are very interesting, if they are not articulated around an objective that gives them meaning, they do not favor learning. Hence, it is necessary to understand the teachability of reading and writing, which implies didactic knowledge of the content and refers to what is teachable and how it can be taught.