This study involved the development of exercises for teaching the use of context clues in word recognition. Although authorities believe that context clues are best used in combination with other methods of word identification, such as phonetic analysis and word form, no hierarchy of difficulty among the many exercises for teaching context clues is known. Subsequently, to measure the degree of difficulty of six different word recognition techniques found in literature, students in grades 3-10 of 11 schools were given six different exercise forms. The results indicated that the more clues given a reader, the more easily he could identify a word. The easiest form provided phonetic and configuration clues with the context clues, while the most difficult form indicated only the omission of a word. Students, regardless of sex, intelligence, comprehension, or vocabulary and grade level, used the same clues to determine the suitable word. The exercises developed can also be used for teaching context clues in the classroom. (JM)