This essay concerns how teachers and special education teachers is working to identify students reading and writing skills in the earlier years of education. The research review also describes their opinion on feedback on these surveys. It also describes how these two groups of teachers colloborate with each other when it comes to supporting students reading and writing skills, as well as the methods used to help students progress in these matters. The empirical material was collected through interviews with three teachers and two special education teachers. The result shows that teachers identify reading and writing skills regularly but there are, from time to time, some minor communication problems between the teachers during these phase of the work. However the major problem seems to be a lack of procedures between the result from the mapping and the converting to bring into action how to improve the pupils´skills