Abstract
First years of school attendance are considered as the crucial period for acquiring reading and writing. However, the process might be interrupted due to the genetic constitution or developmental weakening.
The contribution was dedicated to the assessment of reading skills in 2 nd graders. A set of tests was administered to evaluate the developmental level of reading in terms of speed, error and comprehension rates.
The results included four groups of children with higher risk of developing future difficulties - children with language impairment (specific language impairment and speech sound disorders); family risk; and children, whose parents expressed concerns about child's language development at the beginning, but the tests did not reveal any kind of deficit among these individuals. A control group with no language deficit or family risk was also involved in order to compare the performance.