<p>This study examined how child- and word-level characteristics as well as contextual information influence reading strategy use and whether there are interdependencies between the levels. German-speaking second graders (<i>N</i> = 124) were assessed on rapid automatized naming and vocabulary. To assess reading strategies, students read individual words aloud, with half of the words being presented with auditory context sentences. Word-level characteristics included frequency and familiarity. A linear mixed-effects model was used to analyze the relationships between context, child-level and word-level characteristics and reading strategies simultaneously. Context, child-level (vocabulary and naming) and word-level (frequency and familiarity) characteristics significantly influenced reading strategy use. Furthermore, interaction effects showed that both naming and vocabulary moderated the influence of context. Multiple factors influence the word reading process. However, these factors are not independent of one another, suggesting that different factors should be considered in reading lessons and reading support to adapt learning units to the specific needs of individual children.</p>