Beyond Words: Emotional Factors and Student-Teacher Relationships in Reading Comprehension Among Arabic-Speaking Students During Wartime

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  In Virtual iPresentation Only: Division C - Section 1a: Literacy Virtual Poster Session

Abstract

This study investigated the relationships between emotional factors, student-teacher relationships, and reading comprehension among 507 fourth-grade Arabic-speaking students in northern Israel during wartime in 2024. Participants completed measures assessing life satisfaction, anxiety, self-perception in reading, reading anxiety, student-teacher relationship quality, vocabulary, and reading comprehension. Results showed significant correlations between emotional measures, reading comprehension, and vocabulary. Stepwise regression analysis revealed vocabulary as the primary predictor of reading comprehension, explaining 20% of the variance. Student-teacher relationships, self-perception in reading, and reading anxiety also contributed significantly to reading comprehension. These findings highlight the importance of emotional factors and student-teacher relationships in reading comprehension during armed conflict, suggesting interventions targeting emotional areas and strengthening relational bonds improve reading outcomes for students in crisis contexts.

Authors

• Afnan Khoury_Metanis, University of Haifa

• Rania Tareef, University of Haifa

• Orly Lipka, University of Haifa

• Tami Katzir, Haifa University