Emotional understanding in reading comprehension at the text, task, and reader levels: a comparison of diverse struggling readers

Sabag-Shushan, Tami; Katzir, Tami

doi:10.1007/s11145-023-10447-x

Read Writ

2023

DOI: 10.1007/s11145-023-10447-x

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Emotional understanding in reading comprehension at the text, task, and reader levels: a comparison of diverse struggling readers

Tami Sabag-Shushan

Tami Katzir

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2024

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Cited by 2 publications

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

Sabag-Shushan,

Katzir,

Kanat-Maymon

2024

Read Writ

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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.

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

Sabag-Shushan,

Katzir,

Kanat-Maymon

2024

Read Writ

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How to improve reading comprehension: Mapping critical areas for pedagogical interventions

Antić,

Stevanović

2024

Nastava i vaspitanje

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Literacy, in contemporary understanding, is a situational, complex competency embedded in various social practices. It is therefore conceptualized as a multidimensional literacy encompassing numerous dimensions-linguistic, mathematical, scientific, political, economic, media, and others. However, the development of multiple literacies is achievable only through the advancement of linguistic literacy, which serves as both a mediator and a moderator for all other forms of literacy. The most extensively researched aspect of linguistic literacy is reading comprehension, which underpins all meaningful learning. The aim of this paper is to present, describe, and analyze the critical components that must be included in educational interventions focused on developing reading comprehension. When the criterion of focus is applied, empirical findings, support programs, and practical efforts to foster reading comprehension cluster around several key factors: modification of the text itself from which reading and learning occur; support for developing students' cognitive competencies associated with reading; support for students' personal and affective competencies; and effective reading activities within teaching, instructional situations, and teaching/learning methods. Each of these aspects of effective pedagogical intervention is described, analyzed, and exemplified in this paper, with the conclusion that a synergistic approach is the most efficient way to develop literacy among children and youth.

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Emotional understanding in reading comprehension at the text, task, and reader levels: a comparison of diverse struggling readers

Cited by 2 publications

References 59 publications

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

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

How to improve reading comprehension: Mapping critical areas for pedagogical interventions

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