The study presents the results of research on the causal relationship between the level of reading competence and the dual exceptionality (intellectual giftedness and attention deficit hyperactivity disorder) of pupils at younger school age in inclusive settings in primary education. The research had the character of a single-case experimental study. The aim of the research was to verify the effectiveness of the designed and applied intervention program aimed at strengthening concentration of attention, developing sub-cognitive functions (visual perception, auditory perception, spatial orientation, intermodal relations, perception of temporal sequence according to the methodology of B. Sindelar) and increasing the level of reading competence of the case. The qualitative research methods included: case study of the case, structured interview with the class teacher and the pupil's parents, participant observation of the case during the application of the intervention program, comparison of the input and output measurement of the level of reading competence of the case based on the pedagogical diagnosis of reading of pupils of younger school age in the areas – the way of reading, the technique of reading, the comprehension of reading, the speed of reading, the accuracy of reading. The results of the research indicate an improvement in the level of reading competence of the pupil in all the above areas, also indicate positive changes in sub-cognitive functions, in behavior and concentration of attention of the case.

Keywords: Intellectually gifted pupil with attention deficit hyperactivity disorder, reading competence, interview, participant observation, concentration of attention, partial cognitive functions.