Abstract
First part of the paper was focused on results of longitudinal research of preschool children with a risk of learning disability, which lasted until the 3 rd grade of elementary school. Its goal was to capture the variability of learning disability amongst children with a normal development, children with a family risk and children with a specific language impairment (de.
Both risk groups showed problems in the technical aspects of reading (decoding), reading comprehension and writing during the 3 rd grade - in specific profiles depending on the type of the enfeeblement. Topic of the second part of the paper was to introduce means of learning disability diagnostics.
Basic principles of evaluation of the technical side of reading and reading with comprehension, differences between reading teaching methods (analytic-syntetic vs. genetic) and distinct pre-requisites for the two reading aspects were introduced. Two resources currently used for reading diagnostic were compared and diagnostic resources developed within the frame of the project "Reading comprehension - a typical development and its risks" were introduced