From individual word recognition to word list and text reading fluency.

Abstract

for help administering the tasks and processing the responses.

Tracking the serial advantage in the naming rate of multiple over isolated stimulus displays

“…It has also been claimed that not only the standard RAN tasks, but also word list reading (and presumably text reading) can be viewed as a serial rapid naming task, in the sense that both word recognition of individually-presented words and processing of sequences of multiple items need to become efficient for the successful reading of word lists or text (which is how reading fluency is typically assessed; see Altani, Protopapas, Katopodi, & Georgiou, 2019;Protopapas et al, 2018;Zoccolotti, De Luca, Marinelli, & Spinelli, 2014). 1 This view originates from the idea that individuals need to be able to process multiple stimulus displays (words or other symbols) efficiently performing both parallel and sequential processes.…”

“…Thus, from this perspective, the study of the serial advantage, its origins and correlates, in comparison between word reading and symbol naming tasks, aims to help us understand the development of reading fluency over and above isolated word reading efficiency (cf. Altani et al, 2019).…”

“…(Descriptive statistics for this new set of variables are available in the Supplementary Material, Table S3. ) threshold before speed variability can emerge (Altani et al, 2019;Juul et al, 2014). To retain a consistent sample across conditions, all data from first graders in English with more than 30% errors in word naming were removed from subsequent analyses.…”

Evolving Concepts of Dyslexia and Their Implications for Research and Remediation

“…Speaking of reading skills, many definitions refer specifically to "decoding" skills, which concern processing of single words, and can be said to be sufficient when single words are pronounced correctly. This has proven to be insufficient in that word-level skills are not exhausted with accurate singe-word decoding, but also encompass reading fluency, which refers to the speed, or efficiency, of processing (Fuchs et al, 2001;Wolf and Katzir-Cohen, 2001) and, crucially, involves word sequences rather than isolated words Altani et al, 2019). We must retain a distinction from comprehension, because comprehension concerns an altogether different set of skills and associated difficulties (Catts et al, 2006;Nation and Angell, 2006;Oakhill et al, 2014).…”

“…But your job is not done, because the child may read so slowly as to be functionally illiterate (cf., Torgesen, 2005). Word reading speed can only begin to develop after high accuracy has been achieved, while attainment of reading fluency requires additional skills beyond isolated word reading speed (Juul et al, 2014;Altani et al, 2019). Thus, word-level skills must build to an efficiency level that can sustain reading to learn.…”