Abstract
Language teaching and education is closely related to grammar skills. The development of children with cognitive impairment, language/partial function deficits or peculiar personality/motivation characteristics is constantly at risk.
Family or school environment may contribute to the reading development in a different way. This particular study aims to map the developmental variability of initial literacy in children who are more likely to experience problems such as specific learning disabilities.
Partial cognitive functions were tested repeatedly in children with familial risk of dyslexia and specific language impairment until the 3rd grade. The results might spark professional interest about the early stages of school difficulties and stimulate the solution finding process.