In the Czech Republic two meth-ods are ušed in reading education: the analytical-synthetic method (conventional) and the genetic method. These are based on different theoretic foun-dations, and also differ in methodology and pedagogical approach.
In theyears 2008-2010 a research project was conducted at the Institute for Educational and Psychological Coun-selling which focused on testing what is known as the preventivě intervention model of care for pupils with specific learning disabilities. The project also identified differences in development of the reading abilities of children with whom the two different methods were ušed.
The project employed reading tests, respecting the diagnostic principle that in the Czech language, as a trans-parent language, the development of understanding is encouraged from the beginning. For this reason the tests také the form of short meaningful texts.
The páper deals with the develop-mental dynamics of the cultivation of reading skills by both methods (N = 452) atthe beginning of education, and identifies the main differences in the individual parameters of reading abilities (the speed of reading, reading technique, reading comprehension, error rate in reading) offirst and second grade pupils. The páper also points out methodologically incorrect procedures that are being ušed in this particular area for evaluation of reading skills and emphasises the importance of the school reading environment for diagnosis of reading skills.