The aim of this study was to analyze various environmental factors influencing dyslexia to enhance our understanding of its risk factors, including the exposure of mothers of dyslexic children to potential negative developmental influences, perinatal and postnatal developmental characteristics of dyslexic children, genetic predisposition, socioeconomic status, and reading exposure in dyslexic children.Mothers of both dyslexic and non-dyslexic children took part in the study. The home literacy environment and the development of motor skills emerge as significant risk indicators for dyslexia. These findings hold profound implications for public health, emphasizing the critical importance of early childhood in providing children with the best possible educational opportunities.Key words:risk factors, dyslexia, child development, developmental influences, home literacy environment

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

Introduction. A newly discovered SARS-CoV-2 virus that causes an infectious disease called Coronavirus Disease 2019 (COVID-19) has spread around the world. Objectives. The study aims to explore the impact of the COVID-19 pandemic on speech-language pathologists (SLPs) clinical service delivery. Accordingly, this study aims to determine which modifications were used in the provision of speech-language pathology (SLP) services and which procedures were used by SLPs in their clinical practice in Bosnia and Herzegovina (B&H) during the third pandemic wave. The second aim of the study was to analyze how many SLPs from B&H used telepractice and what are the barriers to performing this type of work. Methods. The study included 107 SLPs, who voluntarily joined the survey, after sending the questionnaire directly to the e-mail or placing the questionnaire in online SLPs groups. The survey comprised questions to assess participants' demographics, personal protective equipment, procedures, provision of telepractice, and barriers and limitations to telepractice implementation. Results. Results showed that 93.4% of SLPs reported they use measures to prevent and control the COVID-19 pandemic. Only 28% of SLPs used telepractice in their work, which is a very low rate. The majority of SLPs (59.2%) reported that they did not receive the appropriate education about using telepractice. Conclusion. The COVID-19 pandemic led to a change in service delivery by SLPs requiring them to modify their work or to provide services through telepractice.

The aim of this paper was to analyze the spelling errors of children with dyslexia, in order to determine whether they have a specific pattern of spelling errors or are simply late in acquiring spelling skills. The sample included 30 children with dyslexiaand 30 spelling-level-matched younger children. The research was conducted in the area of Sarajevo Canton and Tuzla Canton in the period from March to May 2022. The results showed that children with dyslexia make similar patterns of errors as spelling-level-matched group. The obtained results show that children with dyslexia in transparent orthography do not have a specific deficit in spelling, but rather delay in acquiring spelling skills. Key words:dyslexia, transparent orthography, spelling errors, specific deficit, delay.

The main objective of the study was to determine the developmental abilities of preschool children before and after six months of speech therapy treatment, and to examine the impact of the time of initiation of speech therapy treatment on the developmental abilities of children. The sample consisted of 35 children (20 male children and 15 female children), and all respondents reported early intervention due to speech and language difficulties. The age of the respondents ranged from 25 to 60 months. After conducting interviews with parents, taking anamnestic data, professional speech therapy diagnosticobservational procedure and determining speech-language disorders, the children underwent speech therapy treatment. After six months, a final assessment was made and the results showed statistically significant progress in all variables describing developmental abilities in children. The predictor “Time of treatment initiation” also had a statistically significant impact on all tested variables of developmental abilities of preschool children. The results showed that speech therapy treatment enables significant progress in all developmental areas in children, i.e. that progress in one development area follows the development of other areas.