When readers do not automatically recognize the words they are reading, the pace and fluency of reading are impacted. Fluent reading is smooth and accurate, and sounds natural and expressive. Although word recognition is not enough to improve fluency in reading, it is an important component. Development of decoding and word recognition skills will improve a reader's fluency, when it is paired with repeated practice reading a text aloud and coaching to improve fluency.
The ability to recognize words automatically, both in isolation and in text, predicts a student's ability to comprehend the text. When a student struggles to decode each word, he is less likely to remember what he has read. This is one reason that multiple readings of a text are recommended. On the first reading of a difficult text, a student focuses on decoding and word identification. On successive readings, he is able to focus on comprehending the story.
Reading disabilities, such as dyslexia, can impact a reader's ability to automatically identify words, as well as many other skills necessary for good reading. This means that despite having been taught the phonics skills to decode the word, the reader can't recognize it automatically. This can impact her ability to comprehend text, and can make reading frustrating and unpleasant. People with reading disabilities need specialized instruction to develop automatic word recognition skills to improve their fluency and comprehension.
There is a hierarchy of skills needed to increase automatic word recognition. Readers must first have the ability to understand letter-sound relationships, then to decode words phonologically. After learning to decode real words automatically, readers can increase their fluency. People with reading disabilities have a particular need to be taught decoding and word recognition in a systematic manner, using multiple senses, to increase their ability to recognize and decode words. However, all readers benefit from systematic instruction in phonics.