“…Reading Self-Perception is examined in these studies under the following headings: a study of eighth graders' secondary school reading self-efficacy in terms of several variables (İnnalı, 2014), a study on eighth graders' reading self-efficacy in terms of some variables (İnnalı & Aydın, 2014), the effect of sixth grade students' reading attitudes upon reading comprehension (Ünal, 2012), an examination of secondary school students' levels of reader self-perception in terms of gender, grade, reading environment and frequency (Baştuğ & Çelik, 2015), parents' self-efficacy beliefs, parents' gender, children's reader self-perceptions, reading achievement and gender (Lynch, 2002), examining eighth grade students' reading self-efficacy (Uç gun, 2014), investigation of reading attitudes and self-perceptions of students reading on or below grade level (Hogsten & Peregoy, 1999), the effects of the parent volunteer program upon students' self-perception as a reader (Adunyarittigun, 1997), reading self-efficacy and its effects upon literacy (Akar, 2008), a study on reading self-efficacy of secondary school students (K. Özturk, 2015), measuring the reader self-perceptions of adolescents (Henk, Marinak and Melnick, 2012), validity and reliability study on the scale of belief self-efficiency reading comprehension (Epç aç an & Demirel, 2011), the adaptation of the reader self-perception scale to the fourth and fifth grade Turkish students (Yaylı & Duru, 2008), developing reader self-efficacy scale (Ülper, Yaylı and Karakaya, 2013),the adaptation of reader self-perception scale-2 into Turkish (Keskin & Atmaca, 2014)… This study was hoped to make significant contribution to literature because it examines fourth grade students' reader self-perceptions with respect to their gender and preschool educational background. The previous studies generally analysed secondary school students' reader self-perceptions.…”