Tests reported here provide support for the hypothesis that word frequency rather than regularity of spelling is the decisive factor in the ability of both native and non-native English speakers to spell certain items correctly. (FWB)

Using a lexical decision task, the effects of frequency and number of meanings show that different patterns of results emerge for fast and slow readers. For fast readers there are general effects of both frequency and numbers of meanings; for slow readers the effects are considerably attenuated. (Author/CM)

Presents results of a study using changes in language in the "Annual Review of Information Science and Technology" over a period of eleven years to determine the effect of such change on index vocabularies. (CWM)

In three experiments on the effects of word imagery, length, and frequency on reading difficulty, high-frequency words were found to be easier to read for both good and poor readers. High-imagery words were easier to read for poor readers only. Word length had little effect on reading difficulty for either group. (Author/MV)

Examines the debris left in the wake of new mathematics and attempts to decide what is worth salvaging. (Author/RK)

Two experiments using five lists of words were conducted to explore the effects of the concreteness or abstractness of words on their tachistoscopic recognition. (Editor)

The results indicate that skilled readers can recognize four-letter words without extensive orthographic analysis. Unskilled readers may use the same process but revert to a phonological encoding when a word is both unfamiliar and contains an irregular vowel. (Author/RC)

Studied the influence of lexical factors, known to impact lexical access in adults, on the word retrieval of children. Participants included 320 typical and atypical language learning children, ranging from 7 to 12 years of age. Lexical factors examined included word frequency, age of acquisition, neighborhood density, neighborhood frequency, and…

Investigates the effect of word frequency on reading comprehension. Finds that comprehension is improved using high frequency words, independent of age or socioeconomic class of the student. Concludes that knowledge of vocabulary facilitates comprehension, but does not explain group differences. (RS)

The top 50 songs in English from a 1987 music chart were analyzed using a word-frequency count. For teaching English to speakers of other languages, pop songs were found to offer short, affective, simple, native texts with a lot of familiar vocabulary recycled, yet vague. (14 references) (Author/LB)

Examines the word frequency studies that preceded the 1944 Thorndike-Lorge count and places those investigations in their broad, cultural perspective. Draws attention to the impact of the studies on knowledge about language and its development, educational curriculum and assessment, and methods of research. (MG)

Ways are discussed in which foreign words are stored in learners' mental lexicons. Then several activities and exercises, which aim at improving learners' receptive and productive vocabulary skills, are presented. (42 references) (LB)