| Summary: | Achieving successful reading comprehension is one of the primary goals of teaching in elementary school. Cultural historical neuropsychology and activity theory provide the theoretical-methodological bases for the evaluation, diagnosis and intervention of the reading and writing process in children with or without learning difficulties. In this article, the content of a formative method for the comprehension and production of texts in third grade primary students is exposed. The children were evaluated quantitatively and qualitatively, before and after the application of the method with the neuropsychological test "Verification of school success in primary school". The reading and wri-ting process of the participants were also assessed through the application of questionnaires to the children and their caregivers, semi-structured inter-views and with the reports of the children's teacher. The results show a positive effect of the formative method on reading comprehension at the level of the meaning of the text and the written production
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