The difficulties in the learning of reading and writing are different depending on the alterations present in the different processes. The academic performance of a child with this problem is very difficult, since it is difficult for him/her to learn, for this reason it is necessary for teachers to be informed and to learn how to handle psycho-pedagogical evaluations in order to understand and help students to have a promising future. The objective of this research is to identify the psycho-pedagogical evaluation techniques that teachers use and that help them to improve the reading and writing difficulties of students in two Basic Educational Centers in the district of Soná. This is a qualitative, exploratory, descriptive study, with a non-experimental design, since only one instrument was applied to elementary school teachers. The population was 57 teachers, and an intensive statistical sampling was used; however, only 35 teachers responded to the questionnaire, which represents 61% of the total. For data collection and processing, a questionnaire was designed based on the approaches and examples of Gates and Bazán (2002); in terms of its piloting, it reached a Cronbach's Alpha of 0.84, considered by expert judges to be pertinent for its application. It was possible to verify that the Reading and Writing Test was the one most used by teachers, and with the Literacy Evaluation Instrument based on the Integrative Interactive Methodology, improvements were achieved in literacy difficulties in students of the selected centers.