The aim of the present study was to examine rapid automatized naming(RAN)abilities in primary school students and to construct percentile norms for the applied tasks. A total of 480 students participated in the study. The assessment included RANtasks with objects, numbers, letters,and colors.Results showed that with increasing chronological age, naming speed improved. Percentile norms for the applied tasks are presented separately for each grade, from the secondto fifth.Keywords:dyslexia, rapid automatized naming, children.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder that affects the entire personality and is most often diagnosed during school age. The Tomatis Method involves neurosensory brain stimulation through unique listening programs. The aim of this study was to examine the impact of the Tomatis Method on the attention of a child with ADHD. The listening program was tailored to the child's specific needs and was administered by a certified Tomatis practitioner. Each treatment cycle lasted 14 days. The assessment was conducted at four time points: before and after the first cycle, and before and after the second cycle of the Tomatis treatment. A software-based assessment tool specifically designed to evaluate components of executive functions was used to measure attention. The collected data were processed using IBM SPSS Statistics 21 software for statistical analysis. Basic statistical parameters were calculated. The results showed improvements in attention-related abilities, including increased response accuracy and faster reaction times. Key words:Tomatis Method, ADHD, attention.

The objective of this research was to investigate impulsivity among children with dyslexia and comorbid dyslexia/ADHD. Children with these disorders, along with a non-ADHD/dyslexia sample, completed a self-report on impulsivity. Additionally, a specific impulsivity scale was completed by the children's parents and teachers. The analysis revealed a main effect for groups, indicating that children with dyslexia and comorbid dyslexia/ADHD reported more symptoms of impulsivity than normally achieving children. Furthermore, differences were identified between children with dyslexia and those in the comorbid dyslexia/ADHD group. Specifically, children with comorbid dyslexia/ADHD exhibited more impulsive behavior than children with dyslexia alone. Notably, there was a high level of consensus in ratingsof impulsivity between children and their teachers and parents.Keywords:dyslexia, ADHD, impulsivity