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

Sietske van Viersen, Angeliki Altani, Peter F de Jong, Athanassios Protopapas

Abstract read

In one paragraph

Article in Reading and writing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it

0cells of the map it votes in

2citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

Reading from Single Versus Multiple Displays: A Cross-Sectional Developmental Comparison.Brain sciences · 2025
Article
Brain activation for language and its relationship to cognitive and linguistic measures.Cerebral cortex (New York, N.Y. : 1991) · 2025
Article

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Sietske van ViersenDepartment of Development and Education of Youth in Diverse Societies, Utrecht University, Utrecht, The Netherlands.ORCID https://orcid.org/0000-0002-4912-6822

Angeliki AltaniDepartment of Special Needs Education, University of Oslo, Oslo, Norway.

Peter F de JongResearch Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands.

Athanassios ProtopapasDepartment of Special Needs Education, University of Oslo, Oslo, Norway.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

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

Indexed as

FluencyLanguage skillsSerial namingText readingWord readingWord recognition

Identifiers

PMID40109944

DOI10.1007/s11145-024-10533-8

PMCPMC11914343

What OpenQuestion holds

Textmetadata

LicenceCC BY

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.