Abstract
In counseling and perhaps even more in research, attention has turned from reeducation of dyslexia to prevention. Researchers have mapped the development of areas important for reading and writing and have looked for deficits, which may predict future disorder.
Higher risk is seen in children whose at least one parent has been diagnosed with dyslexia or in children with specific language impairment. Such research projects have been repeated across different countries – different language systems – also in the Czech Republic.
Presented in this text are two Czech projects and especially theoretical bases of my Ph.D. project studying the development of morphological awareness in children at risk of dyslexia. We will further analyze data, which collection has not been finished yet.