Abstract
Although the special care for the children with dyslexia in the Czech Republic has a long and rich tradition (Matějček, 1995; Pokorná 2010; Zelinková, 2009) not much is known about reading comprehension skills of these children. It is not clear if and to what extend is the comprehension of the text impaired compared to other readers.
The presented paper reports results of a study investigating the level and pattern of reading comprehension of a group of 4th grade dyslexic children. A cohort of 30 nine- to-ten-year- old dyslexics was assessed by a battery of decoding and comprehension related measures.
In order to clarify specific characteristics of their reading comprehension, performance of dyslexics on a variety of reading tests were compared to achievements of control age (N=121) and reading age (N=124) groups. According to today widely accepted concept of dyslexia it is expected (data analysis are in progress) that unlike other control groups the group of children with dyslexia will have higher comprehension than speed and accuracy reading scores (Gough &Tunmer, 1986).
The aim of this study is to inform the teaching and intervention practices of learning disabled students about the nature and extent of reading difficulties of children with dyslexia in case of Czech - a language with transparent orthography.