This descriptive-comparative study, carried out at the “Normal Superior” Educational Institution inPopayàn during the year 2007, had as a goal to compare the knowledge about reading and writing skills that the children of Transition 3 had before and after theirparticipation in a team work between a teacher and a phonoaudiologist.
The comparison of the evaluations carried out at the beginning and at the end of this proposal, made evident amajor identification with the name of different textual types, as well as the recognition of their social function. During the feedback stage, the children who identified centralevents of the story increased and they included textual expressions related to the previous evaluation to the combined work.
In the textual production, the evaluatedchildren used the expected superstructure (letter), they assumed the sender’s role, they recognized the receiver and they fulfilled the purpose, even more than at the beginning of theproposal. In the learning of the writing system some children began to establish a relationship between sound rule and chain of graphs, competence unnoticed in the initialevaluation.
It is inferred that the combined work between a teacher and a phonoaudiologist impacted positively in the learning of the reading and the writing skills of thepreschool ones. Therefore, this way of intervention is recommended in educational institutions.
Key words: Constructivism, Reading, Writing, Preschool, phonoaudiologist, Teacher.