The importance of reading is especially emphasized nowadays when the majority of information, irrespective of the source (books, daily press, professional literature, web sources, etc.), is primarily accessed via reading. Therefore, effective reading and reading comprehension are important in everyday life, but also in an academic setting. This particularly refers to pre-service preschool and primary school teachers, whose teacher training courses imply a good command of reading skills, but also teaching skills required for the development and teaching of pre-reading and reading skills. In L2 reading, there are additional issues that need to be considered, principally the possibility of skill transfer between the mother tongue and the second/foreign language. Hence, this research aimed to test reading comprehension in both Croatian (L1) and English (L2) languages in a group of university students (N=83), studying to become pre-service preschool and primary school teachers. Reading comprehension tests and a background questionnaire were used as research instruments in this mixed-method research. Contrary to our expectations, reading comprehension test results were fairly low, i.e. out of a total of 17 points, the mean results for the Croatian language reading comprehension test were M=13.6 (SD=2.05), while for the English language reading comprehension test they were M=11.29 (SD=2.24). The results were further correlated with the participants’ self-assessed language knowledge and reading abilities in both languages. A positive correlation was found only between the English language reading comprehension test and the participants’ self-assessed language knowledge and reading ability. Based on the obtained results, it may be proposed that teachers should focus more on developing reading skills and reading comprehension at all levels as well as in all of the languages that the learners are acquiring, especially in view of the proposed possibility of the transfer of skills among languages.

中文翻译：

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一级和二级阅读理解与语言和阅读能力之间的关系

如今，阅读的重要性尤为突出，因为主要通过阅读来获取大部分信息，而不论其来源（书籍，日常出版物，专业文献，网络资源等）。因此，有效的阅读和阅读理解在日常生活中以及学术环境中都很重要。这尤其是指学前班和小学教师，其教师培训课程意味着对阅读技能有很好的控制能力，但也包括发展和教授预阅读和阅读技能所需的教学技能。在第二语言阅读中，还需要考虑其他问题，主要是母语与第二语言/外语之间进行技能转移的可能性。因此，这项研究旨在测试一组大学生（N = 83）中克罗地亚（L1）和英语（L2）两种语言的阅读理解能力，学习成为职前学前班和小学教师。阅读理解测试和背景问卷被用作这项混合方法研究的研究工具。与我们的预期相反，阅读理解测试结果相当低，即满分为17分，克罗地亚语阅读理解测试的平均成绩为M = 13.6（SD = 2.05），而英语阅读理解测试的平均成绩为M = 13.6（SD = 2.05）。他们是M = 11.29（SD = 2.24）。结果进一步与参与者对两种语言的自我评估语言知识和阅读能力相关。仅在英语阅读理解测验与参与者的自我评估语言知识和阅读能力之间存在正相关。根据获得的结果，可以建议教师应该更加专注于发展学习者在各个级别以及学习者所获得的所有语言中的阅读技能和阅读理解能力，尤其是考虑到所建议的转移学习的可能性。语言之间的技能。