The contribution of emotion vocabulary to the reading comprehension of the text and the task.
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| Title: | The contribution of emotion vocabulary to the reading comprehension of the text and the task. |
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| Authors: | Sabag-Shushan, Tami1 (AUTHOR) Tammisho@gmail.com, Katzir, Tami2 (AUTHOR) Katzirta@gmail.com, Kanat-Maymon, Yaniv3 (AUTHOR) ykanat@runi.ac.il |
| Source: | Reading & Writing. Nov2025, Vol. 38 Issue 9, p2609-2632. 24p. |
| Subject Terms: | *Reading comprehension, *Vocabulary, *Exposition (Rhetoric), *Reading, *Literacy education, Multilevel models, Narration |
| Abstract: | This study investigates the contributions of emotion vocabulary, non-emotion vocabulary, and reading fluency to various aspects of reading comprehension in monolingual Hebrew-speaking children. We examined these contributions across different levels of understanding (simple and complex) and text types (narrative and informative). The study included the Herut test, a novel vocabulary measure incorporating emotion words (ɑ = 0.81). A comprehensive battery of measures was administered to 960 fourth- and fifth-grade students from 21 schools. Multilevel modelling analyses revealed that emotion vocabulary consistently emerged as the strongest predictor across all reading comprehension tasks, surpassing both non-emotion vocabulary and reading fluency. Emotion vocabulary showed a particularly strong association with complex comprehension tasks and narrative texts. Significant classroom-level effects were also observed. These findings challenge existing models of reading comprehension and suggest the need for a more integrated approach that incorporates emotion vocabulary as a core component. The results have important implications for both theory and practice in literacy education. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study investigates the contributions of emotion vocabulary, non-emotion vocabulary, and reading fluency to various aspects of reading comprehension in monolingual Hebrew-speaking children. We examined these contributions across different levels of understanding (simple and complex) and text types (narrative and informative). The study included the Herut test, a novel vocabulary measure incorporating emotion words (ɑ = 0.81). A comprehensive battery of measures was administered to 960 fourth- and fifth-grade students from 21 schools. Multilevel modelling analyses revealed that emotion vocabulary consistently emerged as the strongest predictor across all reading comprehension tasks, surpassing both non-emotion vocabulary and reading fluency. Emotion vocabulary showed a particularly strong association with complex comprehension tasks and narrative texts. Significant classroom-level effects were also observed. These findings challenge existing models of reading comprehension and suggest the need for a more integrated approach that incorporates emotion vocabulary as a core component. The results have important implications for both theory and practice in literacy education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09224777 |
| DOI: | 10.1007/s11145-024-10609-5 |
