The aim of this study was to determine whether there are differences in the tasks of balance and motor performance between the group of students with specific learning disabilities and the group of typically-developing students. Also, it tried to determine whether there is a correlation between the reading skills and the success in balance and motor tasks in all subjects together. In this study 64 students of the fourth grade of elementary schools in Zagreb were examined. The results of Mann Whitney U test showed statistically significant difference between the students with specific learning disabilities and typically-developing students in the balance tasks performance as well as in the motor tasks performance. Typically-developing students reached a better total score in balance and motor tasks than students with specific learning disabilities. The results support the cerebellar deficit hypothesis in terms of the existence of difficulties in balance and motor skills for children with specific learning disabilities. The results of Spearman's rank correlation coefficient showed correlation between variables of balance and motor skills and success in certain tasks of reading: the total score in balance variables statistically significantly correlates with speed variables and the accuracy of reading, and the total score in motor variables statistically significantly correlates with variable understanding. Worse results of children with specific learning disabilities in terms of the existence of balance and motor difficulties suggest possible cerebellar dysfunction. Further research is needed to clearly determine the correlations between reading skills and balance and between reading skills and motor skills, and why these connections co-occur.