What are some factors affecting reading?  

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Motivation affects reading. If someone is bored by the reading material, they won't want to do it. Also, being able to decode what you are reading is important. Being able to understand vocabulary and the main idea is also important. In my classes, I find that sometimes words that seem easy to the teacher are not easy to the students, and may throw off the main idea of the text if those words are not correctly interpreted.

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Being able to grasp content and apply it to other situations is important. Also, understanding key words in a text otherwise the entire message may become skewed. Students also become easily distracted. Being able to stay with a text is also important and not giving up.

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The amount of material that is actually read by a person has a positive or negative affect on reading ability.  Many students do not read unless it is for an assignment in school.  Any type of reading, such as fiction, nonfiction, news, magazine articles, recipes, instructions, reviews, and so on, would help a person become a better reader.  Certainly, reading something the person finds interesting would be best.  But, reading something because it is helpful is good too.

The reason for the positive affect is that increasing exposure to reading a wide range and amount of material increases a person's resource of neuron connections in the brain.  The greater number of connections made while reading make it easier to understand and retain new material.  This is why older adults often make excellent college students.  They have so many neuron connections to relate to new information.  It takes much less effort to understand and remember new material.  Of course, stress can interfere with retaining information.  And, many adults who are attending college are also under a great deal of stress.  So, it might even out.

It actually seems to distress some students when they are required to read directions or material for an assignment.  This could lead to a lower level of comprehension too.  I find having students read directions and material aloud to me helps their comprehension.

Hopefully, the newer tech devices will renew an interest in reading.

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Factors affecting reading may be divided into physical and mental factors.

Physical factors include environmental such as light, quality of eyesight in regard to eye health, and source of the page one is reading, such as phone, TV, book, sign, or computer.

Mental factors include comprehension, learning disabilities, speed of interpretation, thought processes, and abilities to focus away from distractions.

There are numerous education techniques to improve the quality of ones reading for factors that relate to the mental aspects, yet each individual has their own capabilities regarding IQ as well as previous learning experiences.

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Since many have already mentioned physiological and intellectual influences, I will touch more on environmental, family, and cultural factors as these are also factors that affect reading. A child who grows up in a home where reading is supported, viewed as important, and where reading material is available may often develop stronger reading skills as well as a love for reading than a child from the opposite environment.

Furthermore, many Elementary schools are extremely focused on Accelerated Reading where students read a certain amount of books and are quizzed on the material. What I have noticed is that students choose books based on which book will give them the most points. Also, when students discuss these books, they are focusing on the quizzes, the reading level, the AR points or their AR goals. I have yet to hear students discuss the books for simply loving the content of the book. In other words, the test-crazed school enviornments are certainly affecting reading.

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The previous post's identification is critical.  The sooner and more often a child is introduced to reading, the better and more receptive they will be to the reading process.  If a child is engaged in reading more at home, this will transmit to success in reading, or at the very least, will have a minimizing effect on the challenges within reading.  It must be a consistent, worthwhile, and authentic of expression within the reading practice.  I think another factor that impacts reading is how often a child is able to talk about reading.  The challenges, successes, and interests in reading increases when they are able to talk about it with someone in a relevant fashion.  I cannot help but feel that this would also translate into success in writing, as well.

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krishna-agrawala is right that psychological factors can influence the ability to read. If a child is anxious and suffers from a learning disability, learning to read can be a drawn-out and painful process. Additionally, if a child does not see adults and older siblings in the home valuing reading, it can influence the child to disparage reading as something to be endured rather than enjoyed.

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Reading is a complex combination of skills. The human brain must act like a computer: data is taken in via the eyes (or fingers, in the case of Braille), processed within the brain, interpreted and becomes information.

Several factors affect an individual's ability to read: native intelligence, eyesight, neural processing, and prior knowledge. Elementary school teachers are well-acquainted with the child who can decode well enough to read a passage aloud, but who cannot restate what has been "read" in order to demonstrate that it actually was comprehended.

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