If listeners are not provided with a sufficient
supply of vocabulary knowledge to rely upon when decoding
text, it only stands to reason that they may resort to
counterproductive problem-solving processes such as uneducated guesses or diverted textual reconstruction
(Kintsch, 2005). In contrast, the provision of an adeq
uate number of lexical items not only facilitates greater
accuracy in textual decoding, it also
helps free up cognitive space for more eff
ective higher level processing such
as the utilization of prior knowledge to resolve ambiguities and contradictions in the mental model of the listener
(Hulstijn, 2003)