Abstract
The article focuses on reading comprehension of children with dyslexia. It summarizes current state of art and a development of the concept of this topic in the Czech Republic.
It also presents foreign approaches and concepts based on data derived from research in last four decades. Reading skills of children with dyslexia are described in comparison to reading skills of age control children, younger children at the same level of decoding skills, garden variety poor readers and other clinical groups.
Given the focus of the study, attention is paid especially to the question of the level of reading comprehension. The aim of the study is not only to capture the most important findings on dyslexic reading difficulties, but also to emphasize the existence of other specific reading disorders.
Finally, the author of the study opens a discussion on a need to update current terminology. Regarding today's knowledge, the author also suggests recommendations for practice and future research.