In the educational system, difficulties in reading are being increasingly observed in children of different ages, and they appear and are recognized at the earliest student age. Reading difficulties both affect the speed of learning and comprehension of teaching content, which often implies weaker-than-expected results achievement. The aim of this thesis is to indicate how primary school teachers can influence students’ reading difficulties, and thus encourage teachers to think, comprehend and take the necessary steps in order to resolve the observed issue. First of all, it is necessary to distinguish between specific and non-specific difficulties, i.e. those that are permanent and those that disappear with timely and correct approach. This study seeks to examine whether primary school teachers are considered sufficiently formally competent and trained, what steps they take to prevent non-specific transient reading difficulties within primary school students and what are the most common transient non-specific difficulties found in first-graders, how they are identified and evaluated. The research was conducted by a quantitative method - a survey, on a sample of 252 primary school teachers. It is encouraging to conclude that primary school teachers are considered and consider themselves competent enough to prevent non-specific reading difficulties, and that poor reading comprehension and unclear articulation are the difficulties they most often encounter in students. Rarely do teachers today encounter a disturbed rhythm in reading. Likewise, research shows that primary school teachers are truly aware of their great role in development of their students’ skills, so they emphasize that they are taking concrete steps to reduce the non-specific difficulties in their classroom. However, it should be emphasized that teachers did not acquire their competencies in prevention of transient non-specific difficulties during their higher education, but through subsequent training. It is laudable and highly important to point out that teachers adapt their evaluation to the type of difficulty, and value effort, commitment and individual progress the most - which will further motivate students for further progress.