Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text

Abstract

Recent studies have shown that fluent reading of word lists requires additional skills beyond efficient recognition of individual words. This study examined the specific contribution of between-word processing (sequential processing efficiency, indexed by serial digit RAN) and subskills related to text-level processing (vocabulary and syntactic skills) to a wide range of reading fluency tasks, while accounting for within-word processes (i.e., those involved in phonological recoding, orthographic decoding, and sight word reading). The sample included 139 intermediate-level (Grade 3, n = 78) and more advanced (Grade 5, n = 61) readers of Dutch. Fluency measures included simple and complex lists of words and nonwords, and a complex text. Data were analyzed through hierarchical regressions and commonality analyses. The findings confirm the importance of between-word processing for fluent reading and extend evidence from simple word lists and texts to complex word lists and texts, and simple and complex lists of nonwords. The findings hold for both intermediate-level and more advanced readers and, as expected, the contribution of between-word processing increased with reading-skill level. Effects of vocabulary were generally absent, aside from a small effect on text reading fluency in Grade 3. No effects of syntactic skills were found, even in more advanced readers. The results support the idea that once efficient individual word recognition is in place, further fluency development is driven by more efficient between-word processing. The findings also confirm that vocabulary may be less prominent in processing mechanisms underlying fluent word identification in transparent orthographies, across reading levels.

Supplementary information: The online version contains supplementary material available at 10.1007/s11145-024-10533-8.

Keywords: Fluency; Language skills; Serial naming; Text reading; Word reading; Word recognition.