Differential diagnosis between children with specific reading disorders and reading of children with mild intellectual disabilities

The study inquires into the question whether the latent structure of reading disorders in children with mild intellectual disabilities (MID) in the second triad of primary school differs from the latent structure of specific difficulties in reading in peers - with specific reading disorders (SRD) without intellectual disabilities. The primary purpose of the research is to compare their achievements in various specific cognitive reading abilities. The results offer the possibility of creating differential diagnostic criteria for specific deficits in reading and at the same time answer the question how intellectual disability affects the examined cognitive areas and which of these areas suffer the largest damage within intellectual disabilities. All comparative criteria used in the study are identified in recent scientific literature as key criteria in identifying SRD. Achievements in specific cognitive abilities therefore have the value of a criterion, as they indicate the extent of ability deficits - which is valuable information in planning further treatment of children with reading disabilities. The theoretical contribution in the discussion is based on a model of interconnected language faculty, working memory and mental lexicon. We assume that this model explains characteristics of reading disorders in both groups separately and thus the differences between the groups. The designed battery of tests can serve special ed teachers in the future as a differential diagnostic tool and a diagnostic tool to help find out which areas of developing reading skills in children with reading disabilities need more help. \n \n