A study examined the development and functioning of a task targeted toward helping students use context clues more effectively. Subjects, five fifth- or sixth-grade remedial students of low verbal ability, were presented target words in contexts of one to three sentences taken from fifth and sixth grade basal stories as part of a 5-step training task. Quantitative and qualitative results indicated that each of the five students made progress. Results also indicated that four of the five students appeared to internalize the training task and were similar to "high ability" students in an earlier study. Findings suggest that the training task may be a useful tool to help students develop a more productive process for dealing with contexts. (Contains 10 references and three tables of data.) (RS)