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For higher frequency target words, the saccades as the reader approaches the word is longer when there is a valid preview word in front of it than for lower frequency words. When the preview word is invalid, there is no difference in saccades between high or low frequency words. [ 14 ]
A plot of the frequency of each word as a function of its frequency rank for two English language texts: Culpeper's Complete Herbal (1652) and H. G. Wells's The War of the Worlds (1898) in a log-log scale. The dotted line is the ideal law .
Frequency analysis, the study of the frequency of letters or groups of letters; Letter frequencies; Oxford English Corpus; Swadesh list, a compilation of basic concepts for the purpose of historical-comparative linguistics; Zipf's law, a theory stating that the frequency of any word is inversely proportional to its rank in a frequency table
Word frequency is known to have various effects (Brysbaert et al. 2011; Rudell 1993). Memorization is positively affected by higher word frequency, likely because the learner is subject to more exposures (Laufer 1997). Lexical access is positively influenced by high word frequency, a phenomenon called word frequency effect (Segui et al.).
In vocabulary teaching programs, it is also necessary to consider the frequency of the words (Nation, 2006b). Thus, high-frequency words deserve to be taught explicitly (Kennedy, 2003) and sometimes even low-frequency words can be taught and learned deliberately, for example through word cards, word part analysis, and dictionary as recommended ...
It shows that the referential function of -heid is typical for the lowest-frequency words, while its conceptual function is typical for the highest-frequency words. It claims that high-frequency formations with the suffix -heid are available in the mental lexicon, whereas low-frequency words and neologisms are produced and understood by rule. [1]
A very common effect is that of frequency: words that are more frequent are recognized faster. In a cleverly designed experiment, one can draw theoretical inferences from differences like this. [6] For instance, one might conclude that common words have a stronger mental representation than uncommon words.
On the other hand, phonics advocates say that most words are decodable, so comparatively few words have to be memorized. And because a child will over time encounter many low-frequency words, "the phonological recoding mechanism is a very powerful, indeed essential, mechanism throughout reading development". [72]