The aim of this study was to describe the knowledge and practices of first grade language teachers at schools from Barranquilla Northern –Historical Center locality, about difficulties in readingwriting learning. Besides, it aims at comparing teachers with further training in reading-writing processes and those who do not have such training, and between more experienced teachers and those with less experience. The study included a sample of 30 volunteer teachers, 22-55 years of age, from Northern Historical Center locality. In order to collect data, a self administered questionnaire was used. It was found most teachers have right knowledge about definition, causes, manifestations and teaching methods of readingwriting. Nevertheless, they are not up dated. Regarding teachers’ practices about difficulties of reading-writing learning, results show them to be more correct than those of knowledge, because they use detection and intervening strategies supported on scientific knowledge. On the other hand, regarding teachers’ knowledge and practices about difficulties of reading-writing learning, it was not found significant differences between more experienced teachers and those with less experience.