The findings of scientific research in recent years have begun to emphasize the importance of early detection of general and specific learning difficulties of pupils in schools. Among the specific learning difficulties dyslexia is the most recognizable as well as mostly studied. The latter causes pupils great difficulties in acquiring basic literacy and language skills. Since pupils with dyslexia, among other difficulties, experience problems with reading and consequently reading comprehension, they need certain adjustments and support. In this study we will research further support of "listening while reading" where there is an additional media input. In this manner, the pupils receive information through two input channels simultaneously. In the master’s thesis I focused on reading comprehension of pupils, in the 6th grade with and without dyslexia, with auditory media input in learning English as a foreign language. The objective of the master’s thesis was to determine whether the auditory input as an adjustment is appropriate and whether it increases the results of reading comprehension of pupils with dyslexia in English. Four standardized test for reading comprehension have been used in this study, which were also used for national examinations in the 6th grade of primary school and with them associated tracks, recorded subsequently. The survey included approximately 300 pupils in the 6th grade of different elementary schools in Slovenia. The results show that the additional support "listening while reading" improves the test results on reading comprehension in English of pupils with and without dyslexia. We have established that this type of adjustment is of benefit to pupils with and without dyslexia. The results show that both pupils with dyslexia and without dyslexia benefit, if only they begin to learn English early (in kindergarten, in the 1st or 2nd grade), as their test results were better in average than those who began learning English later (in the 3rd or 4th grade). In solving reading comprehension tests, pupils who generally like to read, possess several books at home, participate in the English Reading Badge school competition, watch different shows on television in English weekly for several hours as well as read in English for pleasure, were more successful. Gender differences of pupils with and without dyslexia have proven to be statistically insignificant. The research approach of the master’s thesis is quantitative. The master’s thesis will contribute to a better understanding of the foreign language learning process by pupils with dyslexia and examinations in English for pupils with dyslexia.
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