The work aims to assess the abilities of reading and writing in dyslexic and normal children through the following tests: Sentence Reading Comprehension Test (SRCT), of Sentence Hearing Comprehension Test (SHCT), of Picture-Print Writing Test (PPWT 1.1-Writing), of Picture-Print Matching Test (PPMT 1.1-Choice) and Word Reading Competence Test (WRCT). 10 dyslexic children and 10 controls composed the sample. Significant differences was founded in performance of dyslexics in TTWT 1.1-Writing, TTWT 1.1-Choice and WRCT, with inferior performance in relation to the controls. Pearson’s correlations show that children with good performance in WRCT also had good performance in TTWT 1.1-Writing. The execution time of SRCT was raised in the group of dyslexics, but the number of rightness if kept in the average of the control group. These results allows to assess the effectiveness of the methods of evaluation, education and intervention of the pertaining to school tasks in dyslexics, therefore some dyslexics can have equal or superior performance to the one of the reading good children in case that she has the time necessary and enough to carry through its tasks