Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities

Abstract

This study explored word reading accuracy and word learning efficiency in first- and second-grade students (N = 125). In two experiments, students participated in a short training exposing them to words that varied on orthographic regularity and imageability. In Experiment 1 the form of word feedback was manipulated (phonemic vs. whole word), whereas in Experiment 2 pretraining exposure was manipulated (training on meaning vs. imageability). Crossed random effects models were used to explore child- and item-level predictors related to number of exposures to mastery, posttest word reading performance, and maintenance performance after 1 week. Results from Experiment 1 indicate that imageability plays a role in irregular word learning. Results from Experiment 2 suggest that students who received imageability training required fewer exposures to reach mastery. There was a significant interaction between initial word reading skill and condition, with students with low word reading skills requiring fewer exposures for mastery if they were in the imageability condition. Overall, these findings suggest that word imageability significantly affects both word reading accuracy and rate of word learning.