The purpose of this study was to investigate the effectiveness of specific training procedures developed to enhance the use of context as an aid to word recognition and comprehension. A series of sixteen audio-tapes and accompanying printed materials were designed and field tested in this study. Forty-eight nine- and ten-year-old subjects were selected, using the "Metropolitan Achievement Test," as needing corrective reading instruction. The subjects were randomly assigned to either the experimental or the control groups. The cloze procedure was used as the pre- and post-test measure of reading comprehension; two scoring procedures, exact work and context related, were used with each pre- and post-test. The experimental group received instruction using the audio-tutorial materials. The control group received no skill instruction in the use of contextual aids. It was determined that there were no significant differences between the experimental and control groups' ability to use contextual information in completing cloze exercises on the pre- or post-tests. A strong trend was evident, however, that favored the performance of the experimental group on the post-test. (Author/TS)