This paper contains a report of a theoretical investigation of contextual analysis (CA) that ranked this reading strategy as the most complex of four kindred word recognition skills although many current reading programs advance its use in the beginning stages of formal reading instruction. Three propositions are offered: CA holds kinship with the three other word recognition skills; CA employs interword synthesis (five processes) and intraword analysis while the kindred word recognition skills employ solely intraword analysis; and CA requires advanced logical operations characteristic of Jean Piaget's paradigm of cognitive development, namely, transivity, combinativity, and reversibility--operations not used in the employment of the three other kindred word recognition skills. The paper describes the parameters of CA, generates hypotheses, and invites research to seek empirical evidence, which if conclusive, should guide pedagogy to teach CA as an advanced reading skill for the nascent reader. (Author/TJ)