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Testing 1st grade sight word knowlege3/28/2024 There are multiple factors that contribute to individual differences in the number and quality of word-specific representations formed by developing readers (see Perfetti, 2007). This requires a lexical system that can quickly establish and reliably retrieve word-specific spellings that activate pronunciation and meaning. A typically developing reader’s orthographic lexicon contains approximately 10,000 word-specific representations (excluding inflectional forms) by 8 th grade ( Ehri, 2005 Harris & Jacobson, 1982). The lexicon expands through an increase in the absolute number of orthographically addressable entries, referred to as “word-specific” representations ( Castles & Nation, 2006 Compton, 2002 Ehri, 2014 Perfetti & Stafura, 2014). The purpose of the present study was to explore child- and word-factors related to word acquisition efficiency by examining the number of exposures required for mastery of high frequency words in a structured sight word reading activity within the context of a broader decoding intervention for at-risk first grade children.Development of the Orthographic LexiconĪs children learn to read, they construct an autonomous orthographic lexicon that allows for automatic word recognition ( Perfetti, 1992). In light of the importance of automaticity, efficiency of word learning is an important aspect of reading instruction. Automaticity of word reading frees up cognitive resources for higher-level processes that contribute to reading comprehension (see Perfetti, 1985). One important factor contributing to poor word reading, and consequently poor reading comprehension, is the lack of automatic word recognition ( LaBerge & Samuels, 1974). A number of factors contribute to poor reading outcomes in developing readers suggesting that students with reading difficulties represent a heterogeneous group (see Scarborough, Neuman, & Dickinson, 2009). Sight Word Acquisition in First Grade Students At-Risk for Reading Difficulties: An Item-Level Exploration of the Number of Exposures Required for MasteryĪpproximately one third of fourth grade students in the United States struggle to read at a basic level ( National Center for Education Statistics, 2015). 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. 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. 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. 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. This study explored factors predicting the number of exposures required for item reading mastery ( N=145 words). As part of each intervention lesson, students participated in a one- to three-minute 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. 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.
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