The present study is set to explore the way the orthographic distributional properties of novel written words and the number of exposures to these words affect their incidental learning in terms of recall and recognition. To that end, two experiments were conducted using videos with captions. These videos included written nonwords (orthographically marked language-specific items) and pseudowords (orthographically unmarked items) as captions paired to the spoken targets, presented either in isolation (Experiment 1) or within sentences (Experiment 2). Our results consistently show that items containing legal letter combinations (i.e., pseudowords) are better recalled and recognized than those with illegal combinations (i.e., nonwords). Further analysis in the recall task indicate that frequency modulates the learning of pseudowords and nonwords in a different way. The learning of pseudowords increases linearly with repetitions, while nonwords are equally learned across frequencies. These differential effects found in the recall task do not show up in the recognition task. Although participants took more time to recognize nonwords in the recognition task, increased exposure to the items similarly modulated reading times and accuracy for nonwords and pseudowords. Additionally, higher accuracy rates were found in Experiment 2, which underscores the beneficial effect of supportive visual information.