Hello
    My name is Kamila and I am logoped and teacher of Czech language. I work in Prague with many children with dyslexia.
    These sites are dedicated for those children to train Czech language or English language. Dyslektic from the second class to the nineth one need many easy exercises of grammar rules to understand. I aspire simplify their learning by means of the sites.
    More about me you find in my web site: https://kamilabalharova.kaminet.cz.
 
What´s typical for czech dyslektic?
    In Czech language our children have many problems with grammar of letters ‘i’ and ‘y’. These letters we read the same. We have the group of the letters, after which we write only ‘i’ – its name is soft letters, the group of the letters after which we write only ‘y’ – its name is hard letters, and the group of the letters after which we write sometimes ‘i’, sometimes ‘y’.
We play with them some games. For example:

• recognise the letter with touch and say which letter is it
• find the letter only with touch
• say a word which start or finish with this letter

Touch is very important for recognise connection between hard or soft letter and writing ‘i’ or ‘y’.
 
    We recognise soft and hard syllable in Czech pronunciation. Children learn this with hard and soft cubes. They throw witch cube, they feel its hard or soft and say what they see.
 
    Another problem of Czech language is with indicating of length. Czech language has main accent on the first syllable but problem is with the length of syllable. We indicate it with stroke above vowel. We hear this very well, but for our children are very difficult hear and write the stroke there, where is its place.
    We use this machine. It's the bell with a lamp.
The length (á, í) is in Czech very important. Look this. I say:

práva – law		pravá – right
kráva – (one) cow		krav – (many) cows
psi – (many) dogs		psí – dog's (bone)

The children hear the bell and see a light and say a word. Combine more senses is important to remember.
 
    We use the window to exercises of reading. The child sees only a part of the text, which he reads. The window regulates eye movement and defend regressive reading or it defend infer a word instead of reading.
 
    The children need to see and to hear information, they take in and than they can use them. We will see it in our class. We try hard use object teaching. For example, when we teach about instruction for use in Czech language, we get to our children information, they make the vase about it (this vase) and after they speak about it. They learn it for practice and what will be, if some mistake is in instructions.