<p>This study investigated the impact of different matching methodologies on the assessment of reading and reading-related skills in children with dyslexia in Bosnian, a language with a transparent orthography. Children with dyslexia were compared to three groups: age-matched controls (CA), a reading-level matched multi-task group (RL-MTMG), and a reading-level matched single-task group (RL-STMG). Results showed that children with dyslexia performed significantly worse than CA controls in reading accuracy, speed, and various reading-related tasks, highlighting reading difficulties relative to typically developing peers of the same age. However, when compared to both RL-matched groups, dyslexic children exhibited similar performance across nearly all measures, indicating that their challenges are closely related to reading level rather than broader reading-related skill deficits. Additionally, the study demonstrated that both comprehensive and single-task matching approaches produced comparable assessments of dyslexic children’s abilities. These findings highlight the critical importance of rigorous participant matching in dyslexia research to avoid confounding effects and provide evidence supporting the conceptualization of dyslexia as a specific developmental reading disorder.</p>