Dyslexia is the most common SLD. It constitutes about 80 per cent of all SLD cases.

Dyslexia can manifest in two main ways:

• A pupil distinguishes individual letters but reads slowly, does not comprehend the text well, and does not remember what s/he read. As a result, s/he is often not able to respond to the teacher's questions.
• A pupil can read fast but does not distinguish individual letters and partly deduces the words. However, s/he comprehends text well, understands the connections, and often answers the teacher's questions well.
• These students often use bookmarks (separating individual lines) or reading windows under the supervision of a teacher. It is essential to pay attention to distinguish the individual letters.
• At the second level, pupils with dyslexia often feel less motivated to read and have a weakened ability to look for information in a text. These pupils usually tend to "rush" to be done with it.
• The difficulties of a pupil with dyslexia can manifest not just in the Czech language but also in foreign languages and other subjects!
  

Basic principles of working with pupils with dyslexia: 

• Respect slower reading pace 
• It is possible to adjust the texts visually and regarding the content 
  • Visual adjustments include: Sans-serif fonts (Arial, Calibri, etc.); wider spacing (e.g., 1,5) and the dividing of the text into paragraphs. In addition, key information – words – can be bold. Italics is not recommended. 
  • Adjustments concerning the content: If we work with intense cases of dyslexia, we can make the text more accessible. Use simple clauses or shorter sentences. You can state essential information in separate paragraphs.