The present study is a selection of difficulties met by French-based Creole learners in Guadeloupe while they are taught the mechanisms of Reading in French. The difficulties are viewed as constraints, that is to say, as those phonological traits without which, learning how to read can’t be successful for those profiles. The grill of analysis used is the phonological features of the Creole language and particularly those that present divergences with the French system. Didactic paths are suggested for prevention but also for remediation. Some attempts are made at differentiating between the difficulties met by a learner in diglottic situations and those that turn out to be those of a dyslexic context. The ideal school level recommended for the exercises is kindergarten.