The Effect of Facilitative vs. Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children with Dyslexia

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 vs. inhibitory effects of exposures to differential mixes of words that support high vs. 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) while 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 (Harm & Seidenberg, 1999).