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Reading comprehension is the most important primary step in the process of education. Book-based training is an intensely effective and fast process that calls for less time and costs than other educational media. Hence, we can say that reading skill is the most important skill that an individual needs to success in his/her studies. This paper intends to examine the relationship of the components of Gardner's multiple intelligences and the thematic and general (personal factors) progression as well as family and school factors with reading skill among fifth-year. The research is a correlative survey. To this end, three questionnaires were used that each measured the questions related to a certain variable and had the average reliability of 0.81 (the average value of Cronbach's Alpha). Three compiled hypotheses were tested and the findings point to the fact that there is a good relationship between reading skills and students'' personal factors (intelligence, general educational progression, thematic educational progression) and family factors (parents' age; number of children; child's ranking; economic, social and cultural status; living environment). Nevertheless, such relationship with students' school factors (teacher's status, teacher's gender, teacher's age and experience, teacher's academic level) is not significant.

The Relationship of Personal, Family and Living Environment Factors with Student's Reading Skills A Case Study: Fifth-year Students of North of Iran