Abstract
The chapter deals with issues of how to assess level of reading children readers- how they relate to reading. The question reading self-perception affects self-esteem and affects the motivational component of personality.
Self-assessment of reading skills extends also to the emotional sphere, and it also has social significance (Matějček & Vágnerová, 2006). Reading self-assessment illustrates how the child copes with stress by learning to read brings, points out the relationship of the child to reading.
For the purpose of the research study were created two types of '' self-assessment questionnaire reading '', one for students 1st and 2nd grade students and the other for the 3rd and 4th years. For beginning readers (students 1st and 2nd year) was constructed completely new tool for older readers (3rd and 4th year) was utilized Self assessment questionnaire reading (Matějček & Vágnerová, 2006).
For purposes of the study was the original version of the questionnaire extended to other relevant issues, with an emphasis on reading comprehension. This is how a child expresses his opinion on their reading skills does not necessarily mean that it is objective in its assessment.
Results of specific areas of reading self-esteem were compared with the performance in criterial reading tests. Knowledge of reading self-esteem is very important, leading to targeted work with his motivation and readership strategies, and the ability to influence its relationship to reading.
It can thus comprehensively develop their reading literacy.