The purpose of this paper is to interpret the results of a research study performed at the Faculty of Education, Palacky University Olomouc in 2018/19. The research analysed the level of reading literacy in primary school children in grade two as part of pilot testing under project IGA_PdF_2019_003. An achievement test was used to analyse the success of beginning readers with respect to the teaching method in grade one. The analytical-synthetic method and genetic method were used. Given that a similar research study had previously been performed by the authors (2017) testing the level of reading literacy among children in grade one, now the focus was on whether the teaching method applied had an effect on reading with comprehension also in grade two as children gain more reading experience, which may affect the role of the teaching method, especially in terms of the genetic method under which it is difficult for children to spell out longer words. An interesting fact is that children taught by the genetic method must understand the analysis and synthesis of syllables because longer words or texts cannot be interpreted by heart. The research suggested that the role of the teaching method changes with respect to the level of reading skills in grade two of primary school in the Czech Republic
