Work

The contribution of emotion vocabulary to the reading comprehension of the text and the task

Year: 2024

Type: article

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.

Source: Reading and Writing

DOI: 10.1007/s11145-024-10609-5

Authors: Tami Sabag-Shushan, Tami Katzir, Yaniv Kanat-Maymon

Institutions: University of Haifa, Reichman University

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,090