This EEG/ERP study explored overt reading and naming processin adult participants with dyslexia and healthy control participants using event related potentials, ERPs in transparent Croatian orthography. The behavioral and ERP results of adult participants with dyslexia were compared with adult healthy control participants. Results of both groups (dyslexia participants and control participants) were compared in three stages: pre-lexical stage (150-260 ms), lexical stage (280- 700 ms) and post-lexical stage (750-1000 ms). Twelve adult participants with dyslexia and twelve healthy control participants were engaged in overt word reading task and overt picture naming task while their electrophysiological activity was recorded. The reading and naming blocks had similar phonemic onset (the words and objects started with the same grapheme/phoneme) and were considered as words and objects from sparse neighbourhoods. Mixed design ANOVA was used for the analysis of mean ERP amplitudes for reading and naming stages (pre-lexical, lexical, post-lexical). Comparisons were made according to the right electrodes of interest (F4, FC2, FC6, C4, T8, CP2, CP6, P4) versus left electrodes of interest (F3, FC5, FC1, T7, C3, CP5, CP1, P7, P3), adult partcipants with dyslexia versus healthy control participants and also comparisons beween-subjects factor. Behavioural statistical analysis showed significantly longer reading latencies in adult dyslexic participants while no significant differences were found in naming latencies in both groups (adult participants with dyslexia and control participants). ERP differences were found in the pre-lexical reading stage (160-260 ms) in overt rading task in adult participants with dyslexia and control participants in the right hemisphere. Furthermore, ERP differences in overt naming task were found in post-lexical naming stage (900-1000 ms) in the right hemisphere in adult participants with dyslexia and control participants. In order to verify and compare the findings of our study and other ERP studies investigating reading and naming in people with dyslexia, it is necessary that future studies have a similar methodological design in the research of the pre-lexical, lexical and post-lexical stages, which would refer to the type of stimulus (word reading), the similarity of language systems (transparent), and the way of performing the reading task (reading aloud).