La neuropsicología cognitiva afirma que la escritura y la lectura se encuentran relacionadas durante su desarrollo, sosteniendo que ambos procesos requieren del mismo tipo de conocimiento (Treiman, 1993). De este modo se infiere que un problema en el desarrollo o adquisición de la lectura conllevaría un problema del mismo tipo a nivel de la escritura. Pero a pesar de las obvias superposiciones entre los procesos, las disociaciones entre ambas habilidades también han sido reportadas (Coslet,2000,Beauvois & Derouesne,1981).Con el objeto de verificar la relación entre dificultades en la escritura y en la lectura, se aplicaron una serie de pruebas para evaluar lectura (LEE, Defior Citoler et al., 2008) a 60 niños de 2°, 4° y 6° grado de una escuela de la provincia de Buenos Aires que previamente habían presentado un rendimiento considerablemente bajo (respecto de la media de cada curso) en una tarea de dictado de palabras diseñada especialmente. Los resultados aportarán evidencia, por un lado, al debate sobre la doble disociación lectura-escritura en el desarrollo y, por el otro,a la hipótesis de que los trastornos en la escritura son más frecuentes que en la lectura (Temple, 1997). Palabras clave Escritura, Lectura, Desarrollo ABSTRACT READING AND WRITING IN DEVELOPMENT: A PSYCHOLINGUISTIC STUDY Cognitive neuropsychology says that writing and reading are related during its development, claiming that both processes require the same type of knowledge (Treiman, 1993). This suggests that a problem in the development or acquisition of reading entail a problem of the same type at the level of writing. But despite the obvious overlap between processes, the dissociation between the two skills have also been reported. Neuropsychological studies in adult patients with brain damage pictures described cases of pure alexia without agraphia (Coslet, 2000) or pure agraphia without alexia (Beauvois & Derouesne, 1981). However, the question of the existence of double dissociation during development still remains a controversial debate. In order to verify the relationship between difficulties in writing and reading, a series of tests to evaluate reading (LEE, Defior Citoler et al., 2008) were applied to 60 children of 2nd, 4th and 6th grade of a school in the province of Buenos Aires who had previously submitted a performance considerably low (compared to the average of each course) in a word dictation task specially designed. The results provide evidence, first, on the debate on the read-write double dissociation in development and, additionally, to the hypothesis that writing disorders are more common than reading disorders (Temple, 1997). Key words Spelling, Reading, Development