The main goal of reading is comprehension, which is especially important for independent learning in school. Many students, especially students with specific learning difficulties, among which are also students with dyslexia, do not know how to use reading comprehension strategies properly, which affects their learning success, general learning failure and other areas of their life. These students also have difficulties in reading and reading comprehension in foreign languages. Because we know how important foreign languages are today and what are their advantages, it is essential that all students are provided with appropriate and quality teaching of foreign language. The purpose of the master´s thesis is to improve the ability of reading copmprehension in English in student with dyslexia according to the model Collaborative Strategic Reading. The model is divided into strategies before, during and after reading and it also provides a framework for working with students who have difficulties in comprehending texts they read. In theoretical part we presented the general characteristics of students with dyslexia and the characteristics and problems that students with dyslexia face when learning a foreign language, especially in the field of reading and reading comprehension. We also introduced metacognition and the use of reading strategies, where students with dyslexia are weaker.Within the use of reading strategies we presented several strategies and models that promote reading comprehension in English, including Collaborative Strategic Reading. We also described the characteristics of motivation in students with dyslexia when learning a foreign language. In the empirical part of the master´s thesis, we were interested in the impact of training on reading comprehension in English according to the model Collaborative Strategic Reading in student with dyslexia. The success of the training was evaluated by comparing the initial and final results of the assessment tools we used, which were also adjusted if necessary. We used a questionnaire on learning strategies (Pečjak, 1998 v Pečjak in Gradišar, 2012), a questionnaire on reading motivation (Pečjak, Bucik, Gradišar in Peklaj, 2006; Taylor, 2010, 2013), a test to check comprehension of English texts and English vocabulary, assessment tools Reading AZ (2002) to determine and verify the level of reading cmprehension. A comparison of the initial and final results showed progress in the use of reading strategies before, during and after reading and consequently also an improvement in reading comprehension in English texts Training had a positive effect on the motivation to read in English and on the use of English vocabulary. The presented training based on a model Collaborative Strategic Reading will benefit both special and rehabilitation teachers in the implementations of additional professional assistance as well as English teachers who will be able to transfer the model into their teaching practice. Both will also gain new insights from this field.