Word length, vocabulary grade, and imageability significantly predicted the number of exposures required for sight word mastery¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2020 · not yet checked against its sources · 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? Longer words and words introduced at higher vocabulary grades required more exposures, while more imageable words required fewer exposures. → 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 (93 children, 145 words) included person and word predictors. Words 1SD above the mean for length required 6.16 exposures versus 5.14 for words 1SD below; vocabulary grade showed 6.20 versus 5.10; high-imageability words required 5.08 versus 6.22 for low-imageability words, confirming "significant word predictors of number of exposures required for mastery."
"Length, vocabulary grade, and imageability were significant word predictors of number of exposures required for mastery."
Discussion¶
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 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 — a narrower finding that bears on this claim
- Child cognitive skills other than initial word reading (phonemic decoding, working memory, phonological awareness, rapid letter naming) did not significantly predict exposures to mastery — related
- Initial word reading skill was the only significant child-level predictor of exposures required for mastery — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
word-features-predict-exposures-to-mastery |
title |
Word length, vocabulary grade, and imageability significantly predicted the number of exposures required for sight word mastery |
description |
Word length, vocabulary grade, and imageability significantly predicted the number of exposures required for sight word mastery |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — steacy-lm-2020 |
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