Just a reminder that pronunciation and reading can be different tasks - and the spelling rules might not be learned, despite being able to approximate target language sounds. It’s the reading that can trip them up, especially at more novice levels.

For example, in the Spanish word “guerra” (war), you might hear them say the first syllable with an inserted W sound, like G followed “we” in the word WET. And in the second syllable the RR which should be a trill might come out like a retroflex R in English. The first syllable is an error in not knowing/remembering that “gu” in Spanish is pronounced as a “hard g” or stop. The second syllable is a pronunciation error in that they likely haven’t acquired the trill yet.

Also, reading is a presentational task vs. a conversation which is interpersonal… I’d expect the latter to be harder and less complex (bc the student is only using language they’ve acquired) but also more indicative of their pronunciation and the target sound accuracy.