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The purpose of this paper was to investigate student teachers’ reading competence and their self-perceptions of this skill. Research participants were 84 students of the Degree in Primary Education at the University of Malaga (Spain) during the academic year 2013-2014. Data was collected through an objective test named Test de Competencia Lectora para Universitarios (Spanish for “Reading Competence Test for University Students”) - hereafter CLUni Test (pilot version) - and through a self-report instrument that gathered information on respondents’ perceptions of their own competence and difficulties encountered when reading different texts types. Data was analysed by using descriptive statistics and the Pearson and Spearman correlation tests. Results obtained in the reading test showed that participants had an average reading competence, which contrasted with the high perception they had of their own competence. Vocabulary was the linguistic component that most often challenged participants and they also struggled with argumentative and expository texts. The correlation between the performance in the CLUni Test and the self-perceptions of reading competence was weak to moderate (although significant and positive). These results suggest that participants overestimated their reading competence. Findings are worrying considering that participants will eventually become Primary Education teachers

Prospective Teachers’ Reading Competence: Perceptions and Performance in a Reading Test