Predikce čtenářského sebehodnocení v testové baterii PorTex

Prediction of reading self-concept in the PorTex test battery Objectives. The study aims to predict the overall reading self-concept and its subcomponents as measured by the questionnaire, which is part of the PorTex test battery used to diagnose key aspects of emerging literacy among younger school-aged pupils. It examines language skills, decoding, text comprehension, and environmental factors related to teachers and parents. It also assesses how children perceive their reading performance and comprehension, which can significantly influence the further development of literacy skills. The test battery includes a reading self-concept questionnaire consisting of four sub-areas: reading self-concept, reading behaviour, a reflection of evaluation by others, and evaluation of reading comprehension.Sample and settings. Data from the standardisation of the test battery (2018–2019) were analysed in two age groups: pupils in the 2nd and 3rd grades (Group B, N=406) and pupils in the 4th and 5th grades (Group C, N=327).Analysis. The model tested for predicting reading self-concept was based on similar analyses found in international literature. However, it also reflected the theoretical definition of self-concept and its formation among Czech pupils. It was hypothesised that variables such as decoding (reading rate, reading accuracy) and reading comprehension would play a role in the prediction. A relationship was also hypothesised with verbal intelligence, as measured by the WISC III (Similarities subtest), parental education, and approaches from both the family and the teacher.Results. Linear regression was chosen to verify the prediction models. For the overall reading self-concept score, three models were sequentially tested, with the coefficient of determination (R²) differing only minimally between Groups B and C across the three models. Reading rate and parental support played the most significant role in predicting the overall reading self-concept score. The prediction of the subscales of the reading self-concept questionnaire (reading self-concept scores, reading behaviour scores, and reflection of evaluation by others scores) was most strongly influenced by the variables of reading rate and parental support. The reading comprehension subscale is predicted by reading comprehension in younger students, along with parental support in both research groups.Limitations. The linear regression results suggest that in younger pupils, the prediction of reading self-concept is less strongly related to the established variables (R² 0.19–0.20) than in older pupils (R² 0.36–0.40). This may be related to the still immature evaluation of reading competencies in younger pupils but also to the fact that other factors not included in the PorTex test battery (such as personality traits, affectivity, social aspects, etc.) may play a role. This could also be a limitation of the study as a whole, i.e., that the tests and questionnaires in the PorTex battery do not fully explain all the connections with reading self-concept.