Initial word reading skill was the only significant child-level predictor of exposures required for mastery¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Students 1SD above average in Sight Word Efficiency required 4.98 exposures versus 6.32 for students 1SD below average (γ000 = −.155, p < .001); phonemic decoding, working memory, phonological awareness, and rapid letter naming were not significant. → Steacy LM 2020
Evidence¶
Steacy LM 2020¶
Steacy LM, Fuchs D, Gilbert JK, Kearns DM, Elleman AM, Edwards AA. (2020). Sight Word Acquisition in First Grade Students At-Risk for Reading Disabilities: An Item-Level Exploration of the Number of Exposures Required for Mastery. Annals of Dyslexia. https://doi.org/10.1007/s11881-020-00198-7
q3 · i? · associational · r2
Model 1 of the crossed-random effects analysis. Students 1SD above average on SWE required 4.98 exposures for mastery while students 1SD below average required 6.32, with other variables at their means. The discussion states "the only significant predictor at the child-level was initial word reading skill."
"This model indicated that general word reading (SWE; γ000= −.155, p<.001) was a significant child predictor of number of exposures required for mastery."
Discussion¶
Learner Variables¶
- Decoding — predictor: learners who differ on it differ in outcomes
- Reading Fluency — predictor: learners who differ on it differ in outcomes
Related Claims¶
- At-risk first graders required an average of 5.65 exposures to master a high-frequency sight word in a daily timed reading activity — related
- Child cognitive skills other than initial word reading (phonemic decoding, working memory, phonological awareness, rapid letter naming) did not significantly predict exposures to mastery — possibly the same claim (merge candidate)
- Initial word reading skill interacted with imageability: the poorest readers needed nearly 4 more exposures for low-imageability words than stronger readers — related
- Initial word reading skill interacted with vocabulary grade: the poorest readers required more than twice as many exposures for later-introduced words — related
- Word length, vocabulary grade, and imageability significantly predicted the number of exposures required for sight word mastery — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
initial-word-reading-skill-only-child-predictor |
title |
Initial word reading skill was the only significant child-level predictor of exposures required for mastery |
description |
Initial word reading skill was the only significant child-level predictor of exposures required for mastery |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — steacy-lm-2020 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.