The main purpose of the research is to determine the educational practices applied by classroom teachers to students with reading and writing difficulties in the distance education process and the problems they encounter during education practices. The data of the research, which was carried out using the basic qualitative research design, were collected through interviews with 20 classroom teachers who had students who did not have any physical and mental problems but could not display literacy performance appropriate for their grade level in the 2020-2021 academic year. Content analysis technique was used in the analysis of the research data. As a result of the research, it was determined that the distance education process negatively affected the teachers and the students with literacy difficulties, and that the classroom teachers experienced communication problems with the students with reading and writing difficulties and psychological, educational, systemic, student and family problems in the distance education process. Teachers stated that writing education is a more challenging process than reading. It has been found that the distance education process will be more efficient with hybrid education, and it will be beneficial to conduct lessons at separate times according to the level of the students.