Abstract
Significant differences in developmental level of language skills conditioning reading and writing are detected among children who begin to attend elementary school. This paper presents two parallel studies; each of them aim to map the dynamics of grammar skills acquiring process in first to third graders who are seriously at risk of future problems, including specific learning disabilities.
The first study focuses on children with specific language impairment, and the other concerns the family risk of dyslexia. In terms of methodology, all children will be presented a complex battery of tests covering all linguistic disciplines (syntax, phonology, semantics).
Together with monitoring the developmental aspect, specific learning disability predictors will be also explored. The knowledge of how partial cognitive and language functions develop may provide systematic search for risk groups of children and it can also emphasize the higher necessity of stimulation in the areas considered problematic.