Reading and writing skills are the basic skills of modern man. One of the most important tasks of the school is to educate students. It is especially important that teachers in the process of describing and in the period of initial reading and writing monitor the progress of each student and provide him with appropriate ways of working. We encounter students with difficulties in initial reading and writing more and more often. When it comes to students with difficulties in initial reading and writing, it is important to distinguish between specific and nonspecific difficulties in initial reading and writing. Specific difficulties have been intensively studied in the last few years, such as dyslexia. Unlike specific ones, knowledge about non-specific difficulties is not so widespread. Learning about non-specific difficulties is especially important if we take into account that with proper work, they will mostly disappear. However, a teacher's wrong approach can lead to opposite outcomes. Hence the aim of this thesis, which is reflected in the need to expand knowledge about non-specific or transient difficulties of initial reading and writing, since the period of initial reading and writing is the foundation of education and inadequate approach can cause consequences for overall educational achievements. which area. The correct and appropriate approach of the teacher is reflected in his competencies. Therefore, part of this diploma thesis is dedicated to the competencies and ways of working of primary school teachers with students with non-specific difficulties. For the purposes of this thesis, a survey was conducted on a sample of 322 teachers which provides insight into the current state of self-assessment and the way teachers work with primary school students with non-specific difficulties. The value of this data is that it provides insight into the ways in which future teachers need to be prepared to deal with non-specific difficulties of initial reading and writing, insight into the most important features of teaching initial reading and writing aimed at students with non-specific difficulties, and can serve as the basis for additional education attended by current primary school teachers, as teachers' competencies for working with students with non-specific difficulties in modern educational literature are not clearly developed or sufficiently researched, and working methods need to be constantly adjusted using all their knowledge and skills.