Presents some results of an investigative process whose aim was to identify the changes in the modes of reading and writing of children in preschool participated in a proposal for joint intervention between a teacher and a phonoaudiology of the school year. Working together had as its central axis the language project, which was expected to contribute to the learning of social practices of reading and writing, the written language and writing system simultaneously. Found children advanced significantly in tasks such as talk about a tale, produce texts written and his hypotheses about the writing system. Likewise, it was noted the appropriation of some strategies of intervention and some conceptual references that you would later take the reading and writing as valid teaching objects in pre-school participating teacher. Please note the need to promote join work between teachers and phonoaudiologys to avoid future problems in the reading and writing learning and to “despatologizar” some constructive errors of apprentices in this field.