{'fraction_non_alphanumeric': 0.01984126984126984, 'fraction_numerical': 0.021825396825396824, 'mean_word_length': 5.041916167664671, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Word Frequency and Spelling Difficulty

determine the grade placement of words selected for spelling programs. The study reported here investigated how closely one of these criteria, the frequency of occurrence of words, is related to the difficulty children have in spelling words. The frequency of a word's occurrence has been a major criterion for its grade placement in spelling programs of elementary schools for at least 60 years. According to Patterson (1961), by 1920 there was general agreement among spelling experts that the selection of words for spelling programs must be by the criterion of written usage. In the last half of the 1920s, the belief in this rule for the grade placement of spelling words stimulated studies of the frequency of word occurrences (Anderson & Groff 1968). Hanna, Hodges, and Hanna (1971) rightly note that one especially innovative practice used by spelling-textbook writers after this time was choosing for the basic study list those words that were most frequently