Effects of Word Frequency and Length in Discrete and Serial Word Reading
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| Title: | Effects of Word Frequency and Length in Discrete and Serial Word Reading |
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| Language: | English |
| Authors: | Sandra Romero (ORCID |
| Source: | Reading and Writing: An Interdisciplinary Journal. 2025 38(10):2897-2928. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Early Childhood Education Grade 2 Primary Education |
| Descriptors: | Word Frequency, Reading, Naming, Vocabulary, Spanish Speaking, Elementary School Students, Grade 5, Grade 2, Syllables, Serial Ordering |
| DOI: | 10.1007/s11145-024-10620-w |
| ISSN: | 0922-4777 1573-0905 |
| Abstract: | When encountering sequences of familiar words ("serial reading"), skilled readers are thought to take advantage of the presentation format by processing multiple words simultaneously in a "cascaded" manner. This is possible when individual words are read "by sight," similar to naming letters or digits. Accordingly, previous studies have shown that as readers become more experienced, fluent reading increasingly parallels serial naming of familiar symbols, while reading individual words ("discrete reading") parallels discrete naming. However, most studies have focused on high-frequency, short words, which are more amenable to cascaded processing; different performance patterns across presentation formats (serial vs. discrete) would be expected for longer, less frequent words. Therefore, in this study, we examined how word frequency and length influence the effect of word presentation format and the relation of word reading with serial and discrete digit naming. We tested 201 Spanish-speaking children in Grades 2 and 5 on serial and discrete digit naming and serial and discrete word reading of eight sets of words varying in length (two vs. four syllables) and frequency (high vs. low). Results showed that the serial word presentation format benefitted reading rates across word sets, particularly for short, high-frequency words and more strongly among fifth graders. Furthermore, the difference between serial and discrete reading and its interaction with word length and frequency were more closely associated with serial naming than discrete naming. The pattern of findings supports the hypothesis that readers employ cascaded processing to the extent individual words in the serial reading task are automatized. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499625 |
| Database: | ERIC |
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| Abstract: | When encountering sequences of familiar words ("serial reading"), skilled readers are thought to take advantage of the presentation format by processing multiple words simultaneously in a "cascaded" manner. This is possible when individual words are read "by sight," similar to naming letters or digits. Accordingly, previous studies have shown that as readers become more experienced, fluent reading increasingly parallels serial naming of familiar symbols, while reading individual words ("discrete reading") parallels discrete naming. However, most studies have focused on high-frequency, short words, which are more amenable to cascaded processing; different performance patterns across presentation formats (serial vs. discrete) would be expected for longer, less frequent words. Therefore, in this study, we examined how word frequency and length influence the effect of word presentation format and the relation of word reading with serial and discrete digit naming. We tested 201 Spanish-speaking children in Grades 2 and 5 on serial and discrete digit naming and serial and discrete word reading of eight sets of words varying in length (two vs. four syllables) and frequency (high vs. low). Results showed that the serial word presentation format benefitted reading rates across word sets, particularly for short, high-frequency words and more strongly among fifth graders. Furthermore, the difference between serial and discrete reading and its interaction with word length and frequency were more closely associated with serial naming than discrete naming. The pattern of findings supports the hypothesis that readers employ cascaded processing to the extent individual words in the serial reading task are automatized. |
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| ISSN: | 0922-4777 1573-0905 |
| DOI: | 10.1007/s11145-024-10620-w |
