Word Frequency in Practice Programs for Poor Readers

ABSTRACT In the present experiment the effect of word frequency is examined. The subjects were 47 children with severe reading problems from schools for special education. The children read for eleven days, one trial a day, 48 words. On a computerscreen either high-, or low-, or a mixture of high- and low-frequency words were presented. For both high- and low frequency words reading time and the number of errors decreased over trials. In the mixed condition a word-frequency effect was found. No effect of practice was found on transfer-tasks.