THE USE OF CONTEXT CLUES FOR VOCABULARY DEVELOPMENT IS DISCUSSED. TO THE LIST OF CONTEXTUAL AIDS ALREADY IDENTIFIED--PICTORIAL, VERBAL, EXPERIENTIAL, AND ORGANIZATIONAL--MAY BE ADDED SPOKEN CONTEXT AND SET CONTEXT. THE ADVANTAGES OF USING CONTEXT ARE DISCUSSED, AND AN ANALYSIS OF THE NATURE OF TEXT MATERIAL IS PRESENTED. WAYS OF DEVELOPING EFFECTIVE USES FOR CONTEXT AIDS INCLUDE EMPHASIZING READING FOR MEANING, PROVIDING QUANTITIES OF APPROPRIATE READING MATERIAL, PRETESTING TO DIAGNOSE AND PROVIDING PRACTICE IN NEEDED AREAS, EMPHASIZING CONTEXT CLUE DEVELOPMENT THROUGH ORAL AND LISTENING SITUATIONS, TEACHING STUDENTS TO GO BEYOND A SINGLE WORD IN THE SEARCH FOR MEANING, DISCUSSING HOW MEANING CAN BE DERIVED FROM CONTEXT, PROVIDING ALL TYPES OF CONTENT SITUATIONS, GIVING STUDENTS THE OPPORTUNITY TO APPLY SKILLS, AND DEVELOPING IN STUDENTS A GENERAL APPRECIATION FOR WORDS AND LANGUAGE STRUCTURE. CAUTIONS FOR THE USE OF CONTEXT CLUES AND A BIBLIOGRAPHY ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (SEATTLE, MAY 4-6, 1967). (BK)