Shows that pseudoword reading affects fluency in L1 and L2 German learners, highlighting its measurement value.
In transparent orthographies, decoding is typically acquired early, driven by phonological awareness and phoneme–grapheme mapping, independent of L1 or L2 status. However, among 193 L1 and 211 L2 German-speaking children, L2 learners showed delayed word reading but slightly superior pseudoword reading, likely due to weaker lexical representations; this inhibitory effect remained stable, affirming pseudoword reading as a valid fluency measure.
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Röthlisberger et al. (2026) studied this question.
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