The paper presents a comparative study of the formation of reading skills in children with developmental disorders— with autism spectrum disorders, Down syndrome, intellectual disabilities— and typically developing children (TD). We have taken into account the children’s psychophysiological characteristics and their level of speech development. Reading skill formation has been assessed according to the developed method [Lyakso et al. 2012]. The profile of functional lateral asymmetry and the speech leading hemisphere were determined. The level of children’s speech formation has been assessed by their ability to describe a picture, complexity of the replies in the dialogues with the experimenter, and their adequate correspondence to the question asked. Pitch values, formant frequencies, and articulation accuracy have been calculated on the basis of the instrumental spectrographic analysis. The specificity of the reading skills mastering in children depends on the diagnosis, severity of the disease, and age.