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  3. Examining The Serial Advantage In Fluent And Dysfluent Readers.
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  3. Examining The Serial Advantage In Fluent And Dysfluent Readers.

Related Experiment Video

Advancing Dyslexia Assessment in Children Through Computerized Testing
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Published on: August 16, 2024

Examining the Serial Advantage in Fluent and Dysfluent Readers.

Sandra Romero1, George K Georgiou1, Angeliki Altani1,2,3

  • 1Department of Educational Psychology, University of Alberta, Alberta, Canada.

Dyslexia (Chichester, England)
|June 4, 2026

View abstract on PubMed

Summary
This summary is machine-generated.

Reading fluency in children depends on how serial and discrete word recognition processes interact. Dysfluent readers may rely more on individual word processing than coordinating successive words.

Keywords:
cascaded processingdiscrete namingdysfluent readersserial naming

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Published on: May 1, 2020

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Reading fluency is crucial for academic success.
  • Understanding the cognitive underpinnings of reading fluency is essential for targeted interventions.
  • Previous research has explored various factors contributing to reading fluency, but the specific interplay between serial and discrete processing remains an area of interest.

Purpose of the Study:

  • To investigate the relationship between serial and discrete reading/naming rates.
  • To identify cognitive processes differentiating fluent and dysfluent readers.
  • To explore how these processes predict reading fluency in children with adequate reading accuracy.

Main Methods:

  • The study involved 87 fluent and 36 dysfluent third-grade readers with adequate reading accuracy.
  • Participants completed serial and discrete reading tasks with one-syllable, high-frequency words.
  • Serial and discrete digit naming tasks were also administered to assess processing speed.

    • Main Results:

    • All children performed better on serial tasks than discrete tasks.
    • Fluent readers consistently outperformed dysfluent readers across all tasks.
    • For fluent readers, serial reading was best predicted by serial naming; for dysfluent readers, it was best predicted by discrete word reading.

    Conclusions:

    • Differences in reading fluency among accurate readers are linked to the alignment of multiword reading with serial naming versus individual word recognition.
    • Dysfluent reading may stem from a greater reliance on item-by-item processing and less efficient coordination of successive word processing.
    • These findings suggest distinct cognitive profiles for fluent and dysfluent readers, informing potential intervention strategies.