Child cognitive skills other than initial word reading (phonemic decoding, working memory, phonological awareness, rapid letter naming) did not significantly predict exposures to mastery¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Phonemic decoding efficiency, working memory, phonological awareness, and rapid letter naming were not significant predictors of the number of exposures required for mastery. → 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 tested five child predictors; Table 5 shows non-significant coefficients for PDE (p = .088), working memory (p = .709), phonological awareness (p = .155), and rapid letter naming (p = .902). The discussion confirms "the only significant predictor at the child-level was initial word reading skill."

"Our models indicated that the only significant predictor at the child-level was initial word reading skill."

Discussion¶

Learner Variables¶

• Decoding — predictor: learners who differ on it differ in outcomes
• Phonological Awareness — 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
• Initial word reading skill was the only significant child-level predictor of exposures required for mastery — possibly the same claim (merge candidate)
• Phoneme awareness is a stronger predictor of reading development than rhyme awareness — related
• Semantic abilities indirectly predict word decoding efficiency in children with dyslexia via phonological awareness and rapid naming — related
• Phonemic Awareness Training Improves Reading — related
• Semantic ability correlates with phonological awareness, rapid naming, and both decoding measures in children with dyslexia — related
• The bidirectional letter-knowledge–phonological-awareness relation extends to supra-phonemic tasks, indicating an earlier developmental origin than previously reported — related
• Initial letter-sound knowledge and phonological awareness were not uniquely related to growth in each other — related
• Semantic abilities indirectly predict pseudoword decoding efficiency in children with dyslexia via phonological awareness and rapid naming — related
• Word length, vocabulary grade, and imageability significantly predicted the number of exposures required for sight word mastery — related
• Age predicts decoding efficiency in children with dyslexia while working memory and perceptual organization covariate effects are non-significant — related
• Initial word reading skill interacted with imageability: the poorest readers needed nearly 4 more exposures for low-imageability words than stronger readers — related
• Word reading task measures of O-P and imageability reliance predict intervention gains beyond vocabulary, phonological awareness, rapid naming, and auditory attention — related