The difficulties in learning how read and write in the school and in the university have been studied by diverse national and international organizations. The evaluations carried out for more than 30 years describe the deficiencies of the students in the mastery of these competences. This has generated various strategies to overcome the deficiencies found and reduce the negative effects of these deficiencies. Another point of view about research about reading and writing is presented here. This one goes beyond those currently considered as references to analyze the possible causes of the deficiencies mentioned. For this, information was obtained from books, research reports, conference videos via the internet, and articles that define positions on historical, anthropological, linguistic, social and pedagogical aspects related to the problem of reading and writing as an object of knowledge. It is concluded that the didactic proposals to teach reading and writing and to perfect those competences require of a wider frame of reference that facilitates extending and deepening the knowledge of speech, language, language and learning.
