In the current study, we examined relations between text features (e.g., word concreteness, referential cohesion) and reading comprehension using multilevel logistic models. The sample was 158 native English-speaking students between 8 years, 8 months and 11 years, 2 months of age with a wide range of reading ability. In line with the simple view of reading, decoding ability and language comprehension were associated with reading comprehension performance. Text characteristics, including indices of word frequency, number of pronouns, word concreteness, and deep cohesion, also predicted unique variance in reading comprehension performance over and above the simple view’s components. Additionally, the emotional charge of text (i.e., lexical ratings of arousal) predicted reading comprehension beyond traditional person-level and text-based characteristics. These findings add to a small but growing body of evidence suggesting that it is important to consider emotional charge in addition to person-level and text-based characteristics to better understand reading comprehension performance.

中文翻译：

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文本特征对阅读理解的贡献：调查文本情感的影响

在当前的研究中，我们使用多级逻辑模型检查了文本特征（例如，单词具体性、指称内聚性）与阅读理解之间的关系。样本是 158 名年龄在 8 岁 8 个月和 11 岁 2 个月之间、具有广泛阅读能力的以英语为母语的学生。与阅读的简单观点一致，解码能力和语言理解能力与阅读理解成绩相关。文本特征，包括词频指数、代词数量、词的具体性和深度衔接，也预测了阅读理解性能在简单视图组件之上的独特差异。此外，文本的情感负荷（即，唤醒的词汇等级）预测阅读理解超越传统的人的水平和基于文本的特征。这些发现增加了一小部分但不断增加的证据表明，除了个人水平和基于文本的特征之外，考虑情绪充电对于更好地理解阅读理解表现也很重要。