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The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality
Sage E Pickren1, Maria Stacy2, Stephanie N Del Tufo3
1Vanderbilt University, Nashville, Tennessee, USA.
Reading Research Quarterly
|May 2, 2022
Summary
Text features like word concreteness and emotional charge significantly impact reading comprehension in children. Beyond basic reading skills, these text characteristics offer deeper insights into comprehension performance.
Area of Science:
- Educational Psychology
- Cognitive Science
- Developmental Psychology
Background:
- Reading comprehension is crucial for academic success.
- The simple view of reading emphasizes decoding and language comprehension.
- Limited research explores how specific text features influence reading comprehension.
Purpose of the Study:
- To investigate the relationship between various text features and reading comprehension.
- To determine if text characteristics predict reading comprehension beyond established models.
- To examine the role of text emotionality in reading comprehension.
Main Methods:
- Multilevel logistic models were used to analyze data.
- 158 native English-speaking students (ages 8-11) participated.
- Text features included word concreteness, referential cohesion, word frequency, pronoun count, deep cohesion, and emotional charge (arousal).
Main Results:
- Decoding and language comprehension were significant predictors of reading comprehension.
- Text features like word frequency, pronoun count, word concreteness, and deep cohesion uniquely predicted reading comprehension.
- Textual emotional charge (arousal) also explained unique variance in reading comprehension.
Conclusions:
- Reading comprehension is influenced by both individual abilities and specific text characteristics.
- Emotional aspects of text play a role in comprehension, extending beyond traditional predictors.
- Future research should integrate text emotionality into models of reading comprehension.
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