In this article we analyze the relationship between family psychosocial factors and the reading and writing performance in children. We conducted a comparative study through a semi-structured interview with 29 families of two groups of second grade students from elementary education. After the neuropsychological assessment, the students were characterized like either having trouble reading and writing or being efficient readers and writers. The statistic analysis highlighted the significant association between the group with troubles in reading and writing and the variables, like the presence of their own family transportation, the family's perception on the child's trouble learning to read, as well as his/her difficulty in reading performance, the children's higher index of repeating the school year and the family's history of difficulties in reading. The results obtained showed the importance of analyzing family psychosocial factors in order to understand the complex process of developing children's reading and writing skills.
School difficulties; family; neuropsychology
