The article deals with the problem of evoking interest in reading and its connection with successful acquiring of reading skills. Several theoretical concepts of neuropsychology and speech therapy have been analysed with an emphasis on di culties regarding the process of learning to read in cases of dyslexia and/or reading disorders.The aim of the study is to give an overview of the interconnection between interest in reading and successful acquiring of reading skills in order to carry out an empirical research with the help of various methods and principles that foster interest to reading. Materials and methods include an analysis of theoretical literature.The written word helps children to develop their language considerably. Alarming results of the evaluation of student performance according to international surveys make one conclude that the reading literacy indicators leave much to be desired. An analysis of scienti c research carried out in di erent countries shows close connection between children's interest (including reading interest) and their emotional participation in the learning process, speci cally, in learning to read: interest increases the e ciency of the process. The latest discoveries in the eld of neuropsychology allow to conclude that interest and interactive action can be encouraged and supported if the zones of the person's cortex are not damaged. It should be taken into account when carrying out an empirical research in which children's interest in reading is stimulated by the use of various methods and techniques. Conclusions of neuropsychologic studies are also of utmost importance when analysing the connection between interest in reading and the quality indicators (reading accuracy, speed and comprehension).Interest in reading is a signi cant component of acquiring reading skills. Children's active participation in the learning process is a vital factor that encourages their general development. Interest forms the basis for children's wish to learn and read. Interest in reading will develop if teachers and parents initiate purposeful and well-considered activities.On the basis of information provided by psychological, neuropsychological and speech therapy studies peculiarities and needs of children's individual development must be taken into consideration.

This paper analyses current research in Latvia to identify key issues related to inclusive education, special education and social pedagogy. A review of Latvian literature since 2004 was undertaken to determine what is known about special and inclusive education, how it is reflected in various research papers and how it related to the current situation in schools. Key findings suggest that teachers need to be better informed about the potential of inclusion. They need to be prepared to teach children with diverse educational needs in a changing educational landscape. Teacher education for inclusion is identified as a 21st‐century priority in Latvia.

The article “Improvement of Phonological Skills – Improvement of Reading” underlines the importance of phonological awareness in the development of reading skills. Several studies show that reading is a very complex skill that involves cognitive processes, intellect and other variables, but the key factor for the development of good reading skills is a good level of phonological awareness.Before the intervention a special material was created, which was systematically ordered according to the current level of each child’s phonological awareness abilities. Children were evaluated before and after the intervention.The aim of this research is to evaluate the possibility to develop good phonological analysis and synthesis skills for six to seven years old children with phonematic perception disorder.The research methods used in the study are the analysis of scientific literature, the gathering of primary data with specially designed evaluation material, the analysis of gathered primary data, and the observation of child’s performance during the training sessions.

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Gestures as non-verbal communication allow us to express our attitude, emotional state, and it functions unconsciously. The verbal communication appears in the life of a child about 2 years of age and gradually replaces the non-verbal communication. However, children with DLD (Developmental Language Disorder) at the age of 3 and more do not speak or speak using separate sounds and combinations of sounds in their speech and use gestures broadly; it helps them to communicate with others. The aim of the article is to explore what kind of gestures as non-verbal communication are used by children with DLD in order to communicate with peers and adults. Based on the scientific literature of the research, the methods used are pedagogical observations, processing, and analysis of the collected data. Main conclusions – the children with DLD use gestures as a tool for communication and interaction. These children mainly use directional gestures during a communication act.