The purpose of this study was to investigate the role of special needs teachers in early identification and early support reading, and the related didactical considerations, perceived obstacles, and success factors. Furthermore, this study explored what characterizes the special needs teacher’s role in the didactical developing educational practices related to identification and support. The data collection was conducted through semi-structured interviews with six special needs teachers in six different municipalities. The results show that special needs teachers with their competence in language, writing and reading development, has an important role in monitoring students´ reading development, at an early age identifying students at-risk for reading development, and in evaluating and following up implemented interventions. However, it furthermore shows that the role seems to vary between schools and to achieve equivalence, we believe that the special needs teacher´s assignment needs to be clearly stated and that they need to create their own forums to further develop their professional role.