AGE.

Based on Hjetland, H. N., et.al. (2019). Language comprehension and

decoding are the two main factors that determine reading comprehension, yet previous

research on the development of reading comprehension from a young age has

produced mixed findings. In order to shed light on these discrepancies, we provide the

results of a 6-year longitudinal study that began at age 4 and tracked the evolution and

interactions of a number of reading comprehension factors, including language,

decoding, and cognitive skills, while controlling for measurement error.

As stated by Van Bergen, E., et.al. (2020) This is the first study to use

autocorrelations to look at how print exposure affects fluency and understanding over

the course of childhood. The operationalization of print exposure in students was

determined by their level of autonomous leisure reading. Two hundred students were

observed between the ages of five and fifteen. At ages 5, 7, 8, 9, and 13, print exposure

was measured. The Programmed for International Student Assessment (PISA) was

used to measure reading abilities at ages 7, 8, 9, 14, and 15, as well as prereading

skills at age 5. Prereading abilities and exposure to print were unrelated before children

began to read, or around the age of five.

In the statement by Buari, N. H., Khalid, N. M., and Chen, A. In 2019. It is

possible to predict age-related deficiencies in information extraction from texts with

extremely large characters since the information extraction process involves the retinal
movement of pictures of huge text from signage. With smaller or larger characters,

reading speed decreases. Age-related changes in low and high spatial-frequency

contrast sensitivity will lead to reading losses for large and small characters,

respectively, if contrast sensitivity is a factor in limiting reading speed.

In many data products, age is another fundamental demographic feature that is

crossed by social (marriage status, education, and occupation) and economic (poverty,

labor force participation, and membership in the labor force) according to Bureau, U. C.

(2021).

Gender

One essential skill for learning and acquiring knowledge is reading. Interest is a

key factor in reading motivation. Although there are gender differences in students' text-

based interests frequently, it is still unknown which text components cause these

differences and whether or not text-based interest is related to reading comprehension

in boys and girls as mentioned by Lepper, C. et.al., (2020).

As mentioned by Ngongare, G. et.al., (2021). The effect of gender disparities on

reading comprehension, particularly if female students outperform male students in

terms of reading comprehension of neutral texts.

According to Cui, Y. et.al., (2023). Recognizes how stereotypes and biases based

on gender have restrictions that can affect how female critical thinking skills are rated.

Research has revealed that girls typically perform better than boys when it comes to

reading comprehension, including choice, self-control, and translation skills.

Gender is thought to be one of the main variables that affects learning readiness and

advancement. Gender can also affect how a language is learned. Women learn

languages more quickly than men, according to general assumptions and empirical data

(Wightman,2020).

Ngongare, G., Samalo, N., & Rettob, A. (2021). THE INFLUENCE OF GENDER ON

READING COMPREHENSION. JELLT (Journal of English Language and

Literature Teaching). https://doi.org/10.36412/jellt.v5i2.2415

Cui, Y., Gu, T., & Zhang, J. (2023). The Effect of Gender Differences on High School

Students’ English Reading Comprehension. Lecture Notes in Education

Psychology and Public Media. https://doi.org/10.54254/2753-7048/5/20220663

Hjetland, H. N., Lervåg, A., Lyster, S. A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg,

M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9

years of age. Journal of Educational Psychology, 111(5), 751.

Wightman, M. (2020). Gender Differences in Second Language Learning: Why They

Exist Gender Differences in Second Language Learning: Why They Exist and

What We Can Do About It and What We Can Do About It.

https://trace.tennessee.edu/cgi/viewcontent.cgi?

article=3411&context=utk_chanhonoproj
 Lepper, C., Stang-Rabrig, J., & McElvany, N. (2022). Gender differences in reading:

Examining text-based interest in relation to text characteristics and reading

comprehension. Learning and Instruction, 82, 101680.

https://doi.org/10.1016/j.learninstruc.2022.101680

Van Bergen, E., Vasalampi, K., & Torppa, M. (2020). How are practice and performance

related? Development of reading from age 5 to 15. Reading Research Quarterly,

56(3), 415–434. https://doi.org/10.1002/rrq.309

Chen, A., Khalid, N. M., & Buari, N. H. (2019). Age factor affects reading acuity and

reading speed in attaining text information. International Journal of

Ophthalmology, 12(7), 1170–1176. https://doi.org/10.18240/ijo.2019.07.19

Bureau, U. C. (2021). About age and sex. Census.gov.

https://www.census.gov/topics/population/age-and-sex/about.html

Ypanto, Q. (2021). School age gender gap in reading comprehension. Universityofcebu.

https://www.academia.edu/62231572/School_Age_Gender_Gap_in_Reading_Co

mprehension