Abstract:

A big milestone in the life of every child and family is their entry into school. Mostly children are looking forward to school, they are meeting expectations. However, parents have some concerns about whether their offspring will easily manage the transition to a new environment, a stricter regime, a greater degree of requirements and obligations. Not all children start school with good preconditions for its successful management. The causes of failure can be various, from the child's low social and emotional immaturity, through family dysfunction, to developmental learning disabilities. Specific developmental learning disorders, such as dyslexia, dyscalculia, dysgraphia, etc., can have a very negative impact not only at school, as a child under the weight of repeated failures loses motivation for any further effort in school work, but also socially, as it can very unfavorably affect the personal development of the child. Reading disorder (dyslexia) is one of the most well-known learning disabilities. It manifests itself right at the beginning of schooling. Therefore, it is very important that it is recognized and diagnosed as soon as possible. This gives the child a better prognosis to correct their problems. Teachers' professional approach to such a child is also very important, as the wrong approach could permanently damage not only the child's psyche, but also negatively affect his future life, because the problems associated with dyslexia do not end with the end of schooling.

As part of a research survey conducted in selected primary schools in the Olomouc region (Czech Republic), 57 pupils (4th class of primary school) were presented with a non-standardized questionnaire aimed at finding out how these pupils perceive their diagnosis of dyslexia, whether they cope and how they cope with this diagnosis school work. Based on the obtained data, recommendations were subsequently formulated on how to work with such pupils at school and at least partially reduce the problems they face daily at school.

Keywords:

Reading, specific learning disorder, dyslexia, elementary school, questionnaire.