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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.
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]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The contribution of emotion vocabulary to the reading comprehension of the text and the task.
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  Data: <searchLink fieldCode="AR" term="%22Sabag-Shushan%2C+Tami%22">Sabag-Shushan, Tami</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Tammisho@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Katzir%2C+Tami%22">Katzir, Tami</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> Katzirta@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Kanat-Maymon%2C+Yaniv%22">Kanat-Maymon, Yaniv</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> ykanat@runi.ac.il</i>
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  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Nov2025, Vol. 38 Issue 9, p2609-2632. 24p.
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  Data: 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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  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11145-024-10609-5
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        Text: English
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      – SubjectFull: Exposition (Rhetoric)
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      – TitleFull: The contribution of emotion vocabulary to the reading comprehension of the text and the task.
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            – D: 01
              M: 11
              Text: Nov2025
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              Y: 2025
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