Skip to main content

Advertisement

SpringerLink
Log in

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

  • Published:
Reading and Writing Aims and scope Submit manuscript

Abstract

According to the multidimensional view of reading comprehension (RAND), reading comprehension (RC) is influenced by three components‏: the reader, text, and task. A broader perspective considers factors beyond the cognitive and linguistic dimensions and incorporates the contribution of emotional condition. The present study examined individual differences in readers’ literacy and emotional involvement in the RC process, including ‏the reader, text, and task components. A total of 230 Hebrew-speaking students in the fourth and fifth grades received a battery of emotional and non-emotional vocabulary, word reading, RC measures (simple and mental inferencing questions), and comprehension of different text types. The students were classified as typical readers (TRs), poor readers (PRs), minority-language (ML) students, and students with learning disabilities (LDs). In monitoring the reading fluency measure, an analysis of variance revealed that students with LDs performed significantly lower in all variables than the TRs and PRs. They also performed lower than the ML students in emotional factors such as comprehension of narrative texts and the theory of mind task. The findings highlight the language-specific nature of gaps in ML students vis-à-vis the complex multicomponent nature of deficits in students with LDs.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Al-Yagon, M. (2007). Socioemotional and behavioral adjustment among school-age children with learning disabilities: The moderating role of maternal personal resources. Journal of Special Education, 40, 205–217. https://doi.org/10.1177/00224669070400040201

    Article  Google Scholar 

  • Baron-Cohen, S., O’Riordan, M., Stones, V., & Plaisted, K. (1999). Recognition of faux pas by normally developing children and children with Asperger syndrome or high-functioning autism. Journal of Autism and Developmental Disorders, 29, 407–418. https://doi.org/10.1023/A:1023035012436

    Article  Google Scholar 

  • Baron-Cohen, S., Golan, O., Wheelwright, S., & Granader, Y. (2010). Emotion word comprehension from 4 to 16 years old: A developmental survey. Frontiers in Evolutionary Neuroscience, 2(109), 1–8. https://doi.org/10.3389/fnevo.2010.00109

    Article  Google Scholar 

  • Beck, L., Kumschick, I. R., Eid, M., & Klann-Delius, G. (2012). Relationships between language competence and emotional competence in middle childhood. Emotion, 12(3), 503–514. https://doi.org/10.1037/a0026320

    Article  Google Scholar 

  • Berman, R., & Slobin, D. (1994). Relating events in narrative: A crosslinguistic developmental study. Psychology Press.

  • Van Den Broek, P., Kendeou, P., Kremer, K., Lynch, J., Butler, J., White, M. J., & Lorch, E. P. (2005). Assessment of comprehension abilities in young children. In Children’s reading comprehension and assessment (pp. 125–148). Routledge.‏

  • Cain, K., & Oakhill, J. (2014). Reading comprehension and vocabulary: Is vocabulary more important for some aspects of comprehension? Lannee Psychologique, 114(4), 647–662. https://doi.org/10.3917/anpsy.144.0647

    Article  Google Scholar 

  • Cain, K., Oakhill, J. V., & Elbro, C. (2003). The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Journal of Child Language, 30(3), 681–694. https://doi.org/10.1017/S0305000903005713

    Article  Google Scholar 

  • Cardillo, R., Garcia, R. B., Mammarella, I. C., & Cornoldi, C. (2018). Pragmatics of language and theory of mind in children with dyslexia with associated language difficulties or nonverbal learning disabilities. Applied Neuropsychology: Child, 7(3), 245–256. https://doi.org/10.1080/21622965.2017.1297946

    Article  Google Scholar 

  • Cartwright, K. B., Marshall, T. R., & Wray, E. (2016). A longitudinal study of the role of reading motivation in primary students’ reading comprehension: Implications for a less simple view of reading. Reading Psychology, 37, 55–91. https://doi.org/10.1080/02702711.2014.991481

    Article  Google Scholar 

  • Clark, B. (2009). Salient inferences: Pragmatics and the inheritors. Language and Literature, 18(2), 173–212. https://doi.org/10.1177/0963947009105343

    Article  Google Scholar 

  • Conlon, E. G., Zimmer-Gembeck, M. J., Creed, P. A., & Tucker, M. (2006). Family history, self-perceptions, attitudes and cognitive abilities are associated with early adolescent reading skills. Journal of Research in Reading, 29, 11–32. https://doi.org/10.1111/j.1467-9817.2006.00290.x

    Article  Google Scholar 

  • Cummins, J. (1983). Language proficiency and academic achievement. In J. W. Oiler (Ed.), Current issues in language testing research (pp. 108–129).

  • Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire (Vol. 23). Multilingual Matters.‏ https://doi.org/10.21832/9781853596773

  • Cunningham, A. E. (2005). Vocabulary growth through independent reading and reading aloud to children. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 45–68). Lawrence Erlbaum Associates Publishers.

    Google Scholar 

  • Davoudi, M. (2005). Inference generation skill and text comprehension. The Reading Matrix, 5(1), 106–123.

    Google Scholar 

  • De Rosnay, M., & Harris, P. L. (2002). Individual differences in children’s understanding of emotion: The role of attachment and language. Attachment and Human Development, 4, 39–45. https://doi.org/10.1080/14616730210123139

    Article  Google Scholar 

  • De Stasio, S., Fiorilli, C., & Di Chiacchio, C. (2014). Effects of verbal ability and fluid intelligence on children’s emotion understanding. International Journal of Psychology, 49(5), 409–414. https://doi.org/10.1002/ijop.12032

    Article  Google Scholar 

  • Denham, S. A. (2007). Dealing with feelings: How children negotiate the worlds of emotions and social relationships. Cognition, Brain, Behavior, 11(1), 1–48.

    Google Scholar 

  • Diergarten, A. K., & Nieding, G. (2015). Children’s and adults’ ability to build online emotional inferences during comprehension of audiovisual and auditory texts. Journal of Cognition and Development, 16(2), 381–406. https://doi.org/10.1080/15248372.2013.848871

    Article  Google Scholar 

  • Dore, R. A., Amendum, S. J., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). Theory of mind: A hidden factor in reading comprehension? Educational Psychology Review, 30(3), 1067–1089. https://doi.org/10.1007/s10648-018-9443-9

    Article  Google Scholar 

  • Egoz-Libstien, T. (2009). Mental verbs in the discourse of children 2–8 years old [Unpublished doctoral dissertation]. Tel-Aviv University. [in Hebrew]

  • Flavell, J. H. (2000). Development of children’s knowledge about the mental world. International Journal of Behavioral Development, 24, 15–23. https://doi.org/10.1080/016502500383421

    Article  Google Scholar 

  • Fuchs, D., Fuchs, L. S., Mathes, P. G., & Lipsey, M. W. (2000). Reading differences between underachievers with and without learning disabilities: A meta-analysis. In R. Gersten, E. Schiller, & S. Vaughn (Eds.), Research syntheses in special education (pp. 81–104). Erlbaum.

    Google Scholar 

  • Fujiki, M., Spackman, M. P., Brinton, B., & Illig, T. (2007). Ability of children with language impairment to understand emotion conveyed by prosody in a narrative passage. International Journal of Language and Communication Disorders, 43, 330–345. https://doi.org/10.1080/13682820701507377

    Article  Google Scholar 

  • Fusté-Herrmann, B., Silliman, E. R., Bahr, R. H., Fasnacht, K. S., & Federico, J. E. (2006). Mental state verb production in the oral narratives of English- and Spanish-speaking preadolescents: An exploratory study of lexical diversity and depth. Learning Disabilities Research & Practice, 21(1), 44–60. https://doi.org/10.1111/j.1540-5826.2006.00206.x

    Article  Google Scholar 

  • Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101(3), 371–395. https://doi.org/10.1037/0033-295X.101.3.371

    Article  Google Scholar 

  • Graesser, A. C., Golding, J. M., & Long, D. L. (1991). Narrative representation and comprehension. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. II). Longman.

  • Guthrie, J. T., & Klauda, S. L. (2014). Effects of classroom practices on reading comprehension, engagement, and motivations for adolescents. Reading Research Quarterly, 49, 387–416. https://doi.org/10.1002/rrq.81

    Article  Google Scholar 

  • Hall, W. S., & Nagy, W. E. (1986). Theoretical issues in the investigation of the words of internal report. In I. Gopnik & M. Gopnik (Eds.), From models to modules: Studies in cognitive science from the McGill workshops (pp. 26–65). Ablex.

    Google Scholar 

  • Harris, P. L. (1993). Understanding emotion. In M. Lewis & J. M. Haviland (Eds.), Handbook of emotion (pp. 237–246). Guilford Press.

    Google Scholar 

  • Harris, C. L. (2004). Bilingual speakers in the lab: Psychophysiological measures of emotional reactivity. Journal of Multilingual and Multicultural Development, 25, 223–247. https://doi.org/10.1080/01434630408666530

    Article  Google Scholar 

  • Harris, P. L. (2005). Conversation, pretense, and theory of mind. In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 70–83). Oxford University Press.

    Chapter  Google Scholar 

  • Harris, C. L., Ayçíçeğí, A., & Gleason, J. B. (2003). Taboo words and reprimands elicit greater autonomic reactivity in a first than in a second language. Applied Psycholinguistics, 24(4), 561–579. https://doi.org/10.1017/S0142716403000286

    Article  Google Scholar 

  • Harris, C. L., Gleason, J. B., & Ayçíçeğí, A. (2006). When is a first language more emotional? Psychophysiological evidence from bilingual speakers. Bilingual Education and Bilingualism, 56, 257–283. https://doi.org/10.21832/9781853598746-012

  • Hobbs, J. R., & Gordon, A. S. (2011). The deep lexical semantics of emotions. In Affective computing and sentiment analysis (pp. 27–34). Springer.‏

  • Hsu, C. T., Jacobs, A. M., Citron, F. M., & Conrad, M. (2015). The emotion potential of words and passages in reading Harry Potter—An fMRI study. Brain and Language, 142, 96–114. https://doi.org/10.1016/j.bandl.2015.01.011

    Article  Google Scholar 

  • Hulstijn, J. H. (2003). Connectionist models of language processing and the training of listening skills with the aid of multimedia software. Computer Assisted Language Learning, 16(5), 413–425. https://doi.org/10.1076/call.16.5.413.29488

    Article  Google Scholar 

  • Izard, C. E., Schultz, D., & Ackerman, B. P. (1996). Emotional knowledge, social competence and behavior problems in disadvantaged children. In Biennial Meeting of the Society for Research in Child Development.

    Google Scholar 

  • Joshi, R. M. (2019). The componential model of reading (CMR): Implications for assessment and instruction of literacy problems. In Reading development and difficulties: Bridging the gap between research and practice (pp. 3–18). Springer.

  • Katzir, T., Kim, Y. S., & Dotan, S. (2018a). Reading self-concept and reading anxiety in second grade children: The roles of word reading, emergent literacy skills, working memory and gender. Frontiers in Psychology, 9, 1180. https://doi.org/10.3389/fpsyg.2018.01180

    Article  Google Scholar 

  • Katzir, T., Markovich, V., Tesler, E., & Shany, M. (2018b). Self-Regulation and Reading Comprehension: Self-Perceptions, Self-Evaluations, and Effective Strategies for Intervention. In L. Meltzer (Ed.), Executive function in education: From theory to practice (pp. 240–262). Guilford Publications.

    Google Scholar 

  • Katzir, T., & Primor, L. (2016). Linking cognition and emotion: into reading.

  • Katzir, T., Schiff, R., & Kim, Y. S. (2012). The effects of orthographic consistency on reading development: A within and between cross-linguistic study of fluency and accuracy among fourth grade English- and Hebrew-speaking children. Learning and Individual Differences, 6, 673–679. https://cms.education.gov.il/NR/rdonlyres/9B57F581-A76B-4CC0-BB110BDC12DBFEC9/182127/9.pdf

  • Katzir, T., Lipka, O., Prior, A., & Shany, M. (2019). From mapping to intervention a multi componential model for teacher training. Report submitted to the Chief of Science, Israeli Ministry of Education.

  • Kispal, A. (2008). Effective teaching of inference skills for reading: Literature review. Research Report DCSF-RR031. DCS.

  • Kravetz, S., Faust, M., Lipshitz, S., & Shlav, S. (1999). Learning disabilities, interpersonal understanding and social behavior in the classroom. Journal of Learning Disabilities, 32, 248–255. https://doi.org/10.1177/002221949903200306

    Article  Google Scholar 

  • León, J. A., Dávalos, M. T., Escudero, I., Olmos, R., Morera, Y., & Froufe, M. (2015). Effects of valence and causal direction in the emotion inferences processing during reading: Evidence from a lexical decision task. Annals of Psychology, 31(2), 677–686. https://doi.org/10.6018/analesps.31.2.167391

    Article  Google Scholar 

  • Lervag, A., & Aukrust, V. G. (2010). Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners. Journal of Child Psychology and Psychiatry, 51(5), 612–620. https://doi.org/10.1111/j.1469-7610.2009.02185.x

    Article  Google Scholar 

  • Lipka, O., Lesaux, N. K., & Siegel, L. S. (2006). Retrospective analyses of the reading development of grade 4 students with reading disabilities: Risk status and profiles over 5 years. Journal of Learning Disabilities, 39(4), 364–378. https://doi.org/10.1177/00222194060390040901

    Article  Google Scholar 

  • Meer, Y., Breznitz, Z., & Katzir, T. (2016). Calibration of self-reports of anxiety and physiological measures of anxiety while reading in adults with and without reading disability. Dyslexia, 22, 267–284. https://doi.org/10.1002/dys.1532

    Article  Google Scholar 

  • Miall, D. S. (1988). Affect and narrative: A model of response to stories. Poetics, 17(3), 259–272. https://doi.org/10.1016/0304-422X(88)90034-4

    Article  Google Scholar 

  • Miller, C. A. (2006). Developmental relationships between language and theory of mind. American Journal of Speech-Language Pathology, 15, 142–154. https://doi.org/10.1044/1058-0360(2006/014)

    Article  Google Scholar 

  • Mitchell, J. P. (2009). Inferences about mental states. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1521), 1309–1316. https://doi.org/10.1098/rstb.2008.0318

    Article  Google Scholar 

  • Nassaji, H. (2006). The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success. The Modern Language Journal, 90(3), 387–401. https://doi.org/10.1111/j.1540-4781.2006.00431.x

    Article  Google Scholar 

  • National Assessment of Educational Progress. (2017). The nation’s report card mathematics & reading. Washington, DC, U.S. Government Printing Office. https://www.nationsreportcard.gov/

    Google Scholar 

  • National Reading Panel (US), National Institute of Child Health and Human Development (US). (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.

  • Neuman, S. B., & Wright, T. S. (2014). The magic of words: Teaching vocabulary in the early childhood classroom. American Educator, 38(2), 4–13.

    Google Scholar 

  • Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554. https://doi.org/10.1037/0022-0663.98.3.554

    Article  Google Scholar 

  • Papafragou, A., Cassidy, K., & Gleitman, L. (2007). When we think about thinking: The acquisition of belief verbs. Cognition, 105(1), 125–165. https://doi.org/10.1016/j.cognition.2006.09.008

    Article  Google Scholar 

  • Pavlenko, A. (2008). Emotion and emotion-laden words in the bilingual lexicon. Bilingualism: Language and Cognition, 11(2), 147–164.‏ https://doi.org/10.1017/S1366728908003283

    Article  Google Scholar 

  • Pearson, P. D., Palincsar, A. S., Biancarosa, G., & Berman, A. I. (Eds.) (2020). Reaping the rewards of the reading for understanding initiative. National Academy of Education. https://doi.org/10.31094/2020/2

  • Pelletier, J., & Wilde Astington, J. (2004). Action, consciousness and theory of mind: Children’s ability to coordinate story characters’ actions and thoughts. Early Education and Development, 15(1), 5–22. https://doi.org/10.1207/s15566935eed1501_1

    Article  Google Scholar 

  • Perfetti, C. A., & Stafura, J. Z. (2015). Comprehending implicit meaning in text without making inferences. In E. J. O’Brien, A. E. Cook, & R. F. Lorch (Eds.), Inferences during reading (pp. 1–18). Cambridge University Press. https://doi.org/10.1017/CBO9781107279186.002

  • Pierce, M., Wechsler-Zimring., A., Noam, G., Wolf, M., & Katzir, T. (2013). Behavioral problems and reading difficulties among minority language and monolingual urban elementary school students. Reading Psychology, 34, 182–205. https://doi.org/10.1080/02702711.2011.626108

    Article  Google Scholar 

  • Primor, L., Pierce, M. E., & Katzir, T. (2011). Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability. Annals of Dyslexia, 61(2), 242–268. https://doi.org/10.1007/s11881-011-0059-8

    Article  Google Scholar 

  • Primor, L., & Katzir, T. (2016). Linking cognition and emotion: Into reading comprehension instruction. In O. Lipka & T. Katzir (Eds.), Linking emotion, cognition and reading comprehension: From theory to practice. University of Haifa, Israel.

  • Prior, A., Goldina, A., Shany, M., Geva, E., & Katzir, T. (2014). Lexical inference in L2: Predictive roles of vocabulary knowledge and reading skill beyond reading comprehension. Reading and Writing, 27(8), 1467–1484. https://doi.org/10.1007/s11145-014-9501-8

    Article  Google Scholar 

  • Ravid, D., & Egoz-Liebstien, T. (2012). Mental state verbs in Hebrew lexical. Chelkat Lashon, 43–44, 241–224.

    Google Scholar 

  • Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children’s and mothers’ mental state language and theory of mind understanding. Child Development, 73(3), 734–751. https://doi.org/10.1111/1467-8624.00435

    Article  Google Scholar 

  • Sabag-Shushan, T., & Katzir, T. (2019). Tamar test for assessing reading comprehension. University of Haifa. https://drive.google.com/file/d/1GK-YJ4MIVf4LovITSKMM4Gg6coAj3Rgk/view?usp=sharing

  • Sabag-Shushan, T., Yosefi, G., Katzir, T., & Prior, A. (2019). Herut test for assessing emotional and non-emotional vocabulary. University of Haifa. https://drive.google.com/file/d/1verKND9kPZjvlfEx0v_OZ1ObdcOfGAb5/view?usp=sharing

  • Sabag-Shushan, T., Katzir, T., & Prior, A. (2023). Assessment of emotion word vocabulary and its contribution to reading comprehension. Applied Psycholinguistics, 1–22. https://doi.org/10.1017/S0142716422000431

  • Schultz, D., Izard, C. E., Ackerman, B. P., & Youngstrom, E. A. (2001). Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal. Development & Psychopathology, 13, 53–67. https://doi.org/10.1017/S0954579401001043

    Article  Google Scholar 

  • Schwartz, M., & Katzir, T. (2012). Depth of lexical knowledge among bilingual children: The impact of schooling. Reading and Writing, 25(8), 1947–1971. https://doi.org/10.1007/s11145-011-9308-9

    Article  Google Scholar 

  • Shahar-Yames, D., & Prior, A. (2017). Reading development in upper elementary language minority readers of Hebrew: The specific challenge of fluency. Reading and Writing, 30(5), 1065–1087. https://doi.org/10.1007/s11145-016-9712-2

    Article  Google Scholar 

  • Shaul, S., Katzir, T., Primor, L., & Lipka, O. (2016). A cognitive and linguistic approach to predicting and remediating word reading difficulties in young readers. In Schiff, R., & Joshi, M. (Eds.), Interventions in learning disabilities (pp. 47–66). Springer International Publishing. https://doi.org/10.1007/978-3-319-31235-4_4

  • Shiota, M. N., & Keltner, D. (2005). What do emotion words represent? Psychological Inquiry, 16(1), 32–37.

    Google Scholar 

  • Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.

    Google Scholar 

  • Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–407. https://doi.org/10.1598/RRQ.21.4.1

    Article  Google Scholar 

  • Sternberg, R. J. (1987). Most vocabulary is learned from context. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 89–106). Erlbaum.

    Google Scholar 

  • Tompkins, V., Guo, Y., & Justice, L. M. (2013). Inference generation, story comprehension, and language skills in the preschool years. Reading and Writing, 26(3), 403–429. https://doi.org/10.1007/s11145-012-9374-7

    Article  Google Scholar 

  • Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). TOWRE: Test of word reading efficiency. Examiner’s manual. PRO-ED.

  • Tzuriel, D., Schorr-Edelsztein, H., & Bauminger-Zvieli, N. (2018). Modifiability in emotional understanding among children with learning disabilities. Journal of Cognitive Education and Psychology, 17(2), 135–150. https://doi.org/10.1891/1945-8959.17.2.135

    Article  Google Scholar 

  • Vendeville, N., Blanc, N., & Brechet, C. (2015). A drawing task to assess emotion inference in language-impaired children. Journal of Speech, Language, and Hearing Research, 58(5), 1563–1569. https://doi.org/10.1044/2015_JSLHR-L-14-0343

    Article  Google Scholar 

  • Weaver, C. A., III, & Kintsch, W. (1991). Expository text. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 230–244). Longman.

  • Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W., & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities. Journal of Speech, Language, and Hearing Research, 50, 1093–1109. https://doi.org/10.1044/1092-4388(2007/076)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Education, Ben Gurion University of the Negev, Beer Sheva, Israel

    Tami Sabag-Shushan

  2. Center for the Study of Pedagogy, Research Practice Partnerships, Ben Gurion University of the Negev, Beer Sheva, Israel

    Tami Sabag-Shushan

  3. Edmond J. Safra Brain Research Center, Department of Learning Disabilities, University of Haifa, Haifa, Israel

    Tami Katzir

Authors
  1. Tami Sabag-Shushan
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Tami Katzir
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tami Sabag-Shushan.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

This work was partially supported by a Ph.D. fellowship from the Israel Scholarship Education Foundation (ISEF) (to R. C.-K.).

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Sabag-Shushan, T., Katzir, T. Emotional understanding in reading comprehension at the text, task, and reader levels: a comparison of diverse struggling readers. Read Writ (2023). https://doi.org/10.1007/s11145-023-10447-x

Download citation

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s11145-023-10447-x

Keywords

Search

Navigation