Abstract
Specific language impairment is a one of the most common diagnosis of language disorder in children at the beginning of schooling. Their deficits of language are concerned in the area of reading and writing which we understand as language skills.
This publication presents a review study that characterizes pre-literacy and literacy skills in relation to specific language impairment based on a search of Czech and foreign research studies and it is in accordance with the simple view of reading (Gaough & Tunmer, 1986). The text also describes the current research activity on this topic in the Czech environment and the most important environmental factors which influence the literacy, and it maps the intervention options in supporting of early literacy and reading comprehension.