Most of the educational activities include the activities regarding reading, writing and speaking abilities. Individuals learn reading-writing through the verbal and written communication processes of their own culture. The most important thing is to be patient in this most troublesome period of the education process. Teachers must know the most effective method a student could learn easier with and must make a choice by considering student's perceptions. This study aims to investigate the teaching activities which special education teachers apply during teaching reading-writing. It is conducted through survey method, based on quantitative data. 297 special education teachers participated in the study. Data is analyzed through SPSS data analysis program, t-test and ANOVA test. At the end of the study significant differences are found in the reading-writing preparation activities according to their age, work experience and graduation branch. [This study was presented as oral presentation in The International Conference on ELMIS 2016. Note: The page range (1-16) shown on the PDF is incorrect. The correct page range for this article is p67-82.]