One of the purposes of the application of neurosciences in education is that the teaching-learning process is individualized in relation to the neuroeducational variables identified in the student body. Thanks to this, it has been possible to identify the cognitive processes involved in learning to read and write. Within the school environment, literacy difficulties are common during childhood, considerably affecting the educational process and the academic performance of students. The objective of this research project is to analyze the relationship between laterality and literacy difficulties in schoolchildren in an educational center. To develop the research, it was necessary to refer to the current demand in relation to the increase in literacy difficulties in primary school education, for this reason the present study has a quantitative approach and is of a non-experimental predictive correlational type. If the results of the research project accept the proposed hypothesis, a positive and statistically significant relationship is established between both variables, which assumes that the type of laterality is a predictor for schoolchildren with literacy difficulties, promoting that the teaching of literacy in educational centers would be directed according to the type of laterality of the school. Keywords: Laterality, reading and writing difficulties, early childhood education, reading and writing teaching.Uno de los propósitos de la aplicación de las neurociencias en la educación es que el proceso de la enseñanza-aprendizaje sea individualizado en relación con las variables neuroeducativas identificadas en el estudiantado. Gracias a esto se ha logrado identificar los procesos cognitivos implicados en el aprendizaje de la lectoescritura.  Dentro del ámbito escolar las dificultades de lectoescritura son comunes durante la etapa infantil afectando considerablemente el proceso educativo y el rendimiento académico de los estudiantes. El objetivo del presente proyecto de investigación es analizar la relación entre la lateralidad y las dificultades de lectoescritura en escolares. Para desarrollar la investigación fue necesario aludir a la demanda actual en relación con el incremento de las dificultades de lectoescritura en la educación escolar primaria, por ello el presente estudio tiene un enfoque cuantitativo y es de tipo correlacional predictivo no experimental. Si los resultados del proyecto de investigación se acogen a la hipótesis planteada se establece una relación positiva y estadísticamente significativa entre ambas variables lo cual supone que el tipo de lateralidad es un predictor para los escolares con dificultades de lectoescritura, promoviendo que la enseñanza de lectoescritura en los centros educativos sea direccionada según el tipo de lateralidad del escolar. Palabras clave: Lateralidad, dificultades de lectoescritura, educación infantil, enseñanza lectoescritora. ABSTRACT One of the purposes of the application of neurosciences in education is that the teaching-learning process is individualized in relation to the neuroeducational variables identified in the student body. Thanks to this, it has been possible to identify the cognitive processes involved in learning to read and write. Within the school environment, literacy difficulties are common during childhood, considerably affecting the educational process and the academic performance of students. The objective of this research project is to analyze the relationship between laterality and literacy difficulties in schoolchildren in an educational center. To develop the research, it was necessary to refer to the current demand in relation to the increase in literacy difficulties in primary school education, for this reason the present study has a quantitative approach and is of a non-experimental predictive correlational type. If the results of the research project accept the proposed hypothesis, a positive and statistically significant relationship is established between both variables, which assumes that the type of laterality is a predictor for schoolchildren with literacy difficulties, promoting that the teaching of literacy in educational centers would be directed according to the type of laterality of the school. Keywords: Laterality, reading and writing difficulties, early childhood education, reading and writing teaching. Fecha de recepción: 14 de mayo de 2021; Fecha de aceptación: 29 de junio de 2021; Fecha de publicación: 09 de julio de 2021.