Text comprehension in Czech fourth-grade children with dyslexia

Abstract

In the Czech Republic, the concept of dyslexia is used as a global term for various developmental deficiencies relating to reading skills. The criteria used for dyslexia are not clear and intervention is solely focused on word reading training. Not much is known about the pattern and level of reading comprehension abilities among Czech readers. The study examines reading comprehension and its component skills (decoding and listening comprehension abilities) in 32 Czech fourth-grade children with a formal diagnosis of dyslexia and their classmates (N=126). In decoding tests, the children with dyslexia surprisingly lagged behind most significantly in a task concerning speed and accuracy in context reading. Contrary to expectations, the children with dyslexia also showed inferiority in a listening comprehension task. In reading comprehension measures, in comparison to the typically developing readers, the children with dyslexia achieved the best results in a oral reading comprehension task. The results are discussed with respect to Czech counselling and educational practice and the need for changes in the current support system and terminology is stressed.