We modeled word reading growth in typically developing (n = 118) and children with dyslexia (n = 20), Grades 2–5, across multiple exposures to 30 words. We explored the facilitative versus inhibitory effects of exposures to differential mixes of words that support high- versus low-frequency vowel pronunciations. One training corpus contained a ratio of 80%–20% high- to low-frequency pronunciations (e.g., for ea; 80% ea pronounced as /i/ as in bead and 20% ea pronounced /ε/ as in dead), whereas the other consisted of a ratio of 20%–80%. We also modeled accuracy at the final exposure for a subset of 12 shared words across conditions using item-level crossed-random effects models with reading skill (i.e., typically developing vs. dyslexic), condition, word frequency, and vowel pronunciation (i.e., high- vs. low-frequency vowel pronunciation) as predictors in the model. We were particularly interested in the interaction between condition and vowel pronunciation across reading groups. Results suggest typically developing children were influenced by the interaction between condition and vowel pronunciation, suggesting both facilitation and inhibition, whereas children with dyslexia were influenced by condition and vowel pronunciation without an interaction. Results are interpreted within the overfitting model of dyslexia.

我们对典型的发展中儿童（n = 118）和阅读障碍儿童（n = 20）（2-5年级）的单词阅读增长进行了建模，涉及30个单词的多次暴露。我们探讨了暴露于支持高频与低频元音发音的单词的不同混合所带来的促进和抑制作用。一个训练语料库包含80％–20％的高低频发音比率（例如，对于ea；在珠子中80％ea发音为/ i /，在死者中20％ea发音/ε/），而另一个比例为20％–80％。我们还使用具有阅读技巧（即通常会发展成阅读障碍），条件，词频和元音发音（即，高低频元音发音）作为模型中的预测变量。我们对跨阅读组的条件和元音发音之间的相互作用特别感兴趣。结果表明，通常发育中的儿童会受到条件和元音发音之间相互作用的影响，暗示促进和抑制，而阅读障碍儿童则受到条件和元音发音之间没有相互作用的影响。结果在阅读障碍的过度拟合模型中得到解释。