阅读理解是英语学习的重要领域，常见词快速阅读对学生英语阅读能力有重要作用。本研究以北京市某中学初一年级一个班级共42名学生为研究对象，设计了十周的干预课程用以提高学生的常见词快速阅读，同时检测了学生的字母/数字快速命名、语音意识和单词解码能力，探讨常见词快速阅读在阅读理解中的作用机制及其与其他各影响因素之间的关系。通过对干预前后各变量数据的分析，本研究发现：1. 初一年级母语为汉语的学生的常见词快速阅读与数字/字母快速命名呈显著正相关关系，与阅读理解、单词解码、语音意识呈显著的负相关关系；2. 通过干预，学生的常见词快速阅读、阅读理解、单词解码、语音意识和快速命名能力均有显著提高；3. 在干预前，学生的常见词快速阅读对阅读理解的提高有显著预测作用，但是在干预后，随着学生常见词快速阅读能力的提高，其对阅读理解的直接预测作用消失，转而通过单词解码对阅读理解产生间接影响。单词解码能力始终对阅读理解有显著预测作用。在研究结果基础上，本研究探讨了常见词干预方案的有效性，分析了常见词快速阅读在英语阅读中的作用机制，并对教学实践提出了建议，同时也指出了本研究尚存在的不足和需要进一步研究的方向。

English reading has been one of the most important parts of children’s learning. In order to improve students’ reading skill, researchers have analyzed the effect of sight-words. In this research, a ten-week intervention was set to enhance 42 students’ sight-words naming, which in a class in first grade of a Beijing Middle school, and the letter/digit rapid naming, phonological awareness and decoding were detected, to discuss the mechanism of sight-words naming in comprehension and their relationship of each other. Through the analysis of pre- and post-test, the results showed:1. The students’ sight-words naming were positively and significantly correlated with rapid naming, and negatively correlated with comprehension, decoding and phonological awareness;2. After intervention, students’ sight-words naming, comprehension, decoding, phonological awareness and rapid naming skills were improved significantly;3. Through intervention, although the sight-words naming was significantly affecting the comprehension in pre-test, the effect has disappeared after improving sight-words naming, and indirectly affected the comprehension by decoding in post-test. In addition, decoding has always affected the comprehension.In general, on the basis of results, the effectiveness of sight-words naming intervention was discussed, as well as its mechanism in comprehension. Some suggestion on teaching and on research was also given.