OBJECTIVE: Relate Auditory Processing Disorder (DPA) with writing problems students aged 8 - 15 years and describe the results. METHODS: Data collection took place through the Simplified Auditory Processing Assessment (ASPA) and the Balanced Dictation Moojen (DBM). The ASPA assessed memory, auditory discrimination (verbal and nonverbal), spatial orientation on the sound localization and the presence or absence of the cochlear-palpebral reflex. The research in spelling occurred through the DBM, composed of 50 words balanced that evaluated the errors by category: irregularities of the language (IL), contextual rules (RC) and phoneme-grapheme conversion (CFG). RESULTS: From the data collected was not observed interference of demographic variables compared to the results of the ASPA. The education and age stood out as determinants of ownership in writing. The errors related to IL and CR significantly reduced as a function of these variables, while CFG showed no errors - is uniform, although reduced with age and schooling. Comparing the ASPA with the DBM, the sample of students who failed in the auditory results showed increased errors in writing, especially in the category CFG. CONCLUSION: This study confirms, through statistical evidence, the relationship between PA and acquisition of writing, reinforcing the hypothesis that children who fail to show an increase in ASPA clerical errors in the DBM. This evidence points to the interdisciplinary pursuit of these changes to improve the quality of the literacy process, reducing the possibility of school failures.