Each child in a group of young children read aloud both a short paragraph and a list of randomly ordered words from the paragraph  The more experienced readers among them made fewer pronunciation errors in whichever task they performed second, whether it was the list or the paragraph
The order in which the two tasks were performed, however, had no effect on the performance of beginning readers, who always made fewer pronunciation errors when reading the paragraph than when reading the list
In reading the paragraph, the more experienced readers were better at using context to guess at difficult words than were the beginning readers.