The purpose of this study was to compare student's tested recognition of the Dolch 220 words with their responses to the 220 highest frequency words found by Kucera and Francis in their "Computational Analysis of Present-Day American English." Subjects consisted of 155 second graders and 179 third graders from classrooms in four schools in a large suburban school division in Winnipeg, Manitoba. The factors of grade level, IQ, socioeconomic level, and sex were considered. From a statistical analysis, it was found that significant differences occurred at the .05 level between tests, between grades, and among IQ levels on the Dolch test. On the Kucera/Francis 220, only the difference between socioeconomic levels and sexes did not reach significance. Based on the findings, the following conclusions were reached: (1) the Dolch test appears to differentiate between the grade levels considered; (2) the Dolch 220 appears to differentiate between all three IQ levels considered; (3) the Dolch 220 test correlates higher to IQ scores than the other test considered; and (4) the Dolch 220 test correlates higher with a comprehension measure administered five months later than does the other test considered. (WR)