The purpose of this study was to examine word learning efficiency in at-risk first grade students (N = 93) participating in a yearlong study evaluating a multicomponent intervention targeting word reading and decoding skills. As part of each intervention lesson, students participated in a 1 to 3-min sight word reading activity in which high-frequency words were read from a list until mastered, at which point the word dropped off the list. This study explored factors predicting the number of exposures required for item reading mastery (N = 145 words). Specifically, we explored how the number of word exposures required to reach mastery varied as a function of linguistic features of the words and cognitive characteristics of the students. Using item-level crossed-random effects models, we found students required an average of 5.65 exposures for mastery, with word features representing word length, vocabulary grade, and imageability being significant predictors of learning efficiency. We also found a significant interaction between pretest word reading skill and imageability of a word, with this semantic feature being especially important for the poorest readers. Results indicate that in the absence of typical word recognition skills, poor readers tend to rely on other sources of information to learn words, which tend to be related to the semantic features of words.

这项研究的目的是检验参加为期一年的研究的高危高年级学生（N = 93）的单词学习效率，该研究评估了针对单词阅读和解码技能的多因素干预措施。作为每个干预课程的一部分，学生参加了1到3分钟的视觉单词阅读活动，其中从列表中读取高频单词直到掌握为止，然后单词从列表中退出。本研究探索了预测精通项目阅读所需的暴露数量的因素（N= 145个字）。具体来说，我们探索了达到掌握所需的单词暴露数量如何随单词的语言特征和学生的认知特征而变化。使用项目级交叉随机效应模型，我们发现学生平均需要5.65的知识才能精通，代表单词长度，词汇等级和可成像性的单词特征是学习效率的重要预测指标。我们还发现，预测单词的阅读技巧与单词的可成像性之间存在显着的相互作用，这种语义特征对最贫穷的读者尤其重要。结果表明，在缺乏典型的单词识别技能的情况下，贫穷的读者倾向于依靠其他信息来源来学习单词，这与单词的语义特征有关。