Abstract:

The study deals with the current issue of the reading competence development in students with attention deficit hyperactivity disorder (ADHD) at a younger school age, which is often accompanied by other associated disorders such as depression, behavioral disorders or oppositional defiant disorders. The symptoms of ADHD are manifested or aggravated in students especially in situations that require increased concentration of their attention or mental tension, which can be the cause of their failure at school. These manifestations can be eliminated in a suitable way also in the process of acquiring reading competence, based on educational guidance and the use of various relaxation techniques, strategies and methods. When choosing appropriate measures, it is important to start from pedagogical diagnostics and the conclusions of experts, to choose the right procedure for the education of these students in communication with teachers, parents of children and, last but not least, professional employees of schools and counseling facilities. The paper has the character of theoretical literature review and presents the results of research from domestic and foreign literary sources on the issue of education and the use of appropriate strategies in the education and training of pupils, which can also positively affect the level of their reading competence. The article emphasizes the issue of developing the reading competence of students with ADHD, which affects the overall school success of students even in conditions of inclusion.

Keywords:

Student with attention deficit hyperactivity disorder (ADHD), younger school age, reading competence, school inclusion.