The study set out to find out the effect of physiological stature of children on the variation in their reading scores, and determine whether considerable attention must be placed on elements that lead to physiological growth in the design and delivery of reading instruction. Reading and anthropometry tests were conducted on 301 sampled children who had access to nutrition supplementation to examine whether their physical growth affected their ability to read. The results were analyzed through a structural equation regression to relate the reading abilities to the physiological factors, including latent variables behind the growth factors, such as access to the intensity of nutrition. However, the physiological status of the children has been discounted by the results. Nonetheless, the study has found that the more exposed the children are to the reading curriculum, the higher the chances that they will score higher on reading tests. Essentially, this implies that among other factors that influence children's ability to read, curriculum developers should make way for increased exposure to the reading content for the children to learn to read, regardless of the form the exposure will take.

Keywords: Reading, Nutrition, Physiological, Education, Children, Malawi