Factors that determine the reading process: Implications in a university context

Abstract

This paper reviews studies in the field of Reading from a cognitive perspective, in order to analyze the main factors that affect the comprehension process, determine how they interact during the Reading process and define their educational suggestions in Higher Education. To fulfill these purposes, factors dependent on the reader, the text and the type of task are reviewed; the effect of their interaction during comprehension process is analyzed; and its educational application is comtemplated taking into account the idiosyncratic characteristics of university context. As a conclusión, future lines of research are defined.