Initial word reading skill interacted with vocabulary grade: the poorest readers required more than twice as many exposures for later-introduced words¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For words with a higher vocabulary grade, students beginning with very low word reading skills required more than twice as many exposures as students beginning with relatively good word reading skills. → 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 2 interaction analysis (SWE × vocabulary grade significant, coefficient −0.058, p = .001 in Table 5), plotted in Figure 2. The interaction shows very low-skill beginning readers "require more than twice as many exposures" for higher vocabulary-grade words than relatively good readers.

"the vocabulary interaction (Figure 2) indicates that for words that have a higher vocabulary grade, students who begin the intervention with very low word reading skills require more than twice as many exposures than students who begin the intervention with relatively good word reading skills."

Discussion¶

Learner Variables¶

• Decoding — moderator: an instructional effect differs with it

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 — related
• Word length, vocabulary grade, and imageability significantly predicted the number of exposures required for sight word mastery — a broader claim this one bears on
• Initial word reading skill interacted with imageability: the poorest readers needed nearly 4 more exposures for low-imageability words than stronger readers — related