This paper discusses the importance of an emphasis on word meaning skills as part of an objective-based approach to the development of reading comprehension at intermediate grade levels. To aid in determining the meaning of an unfamiliar word, two strands of word meaning skills are proposed. One strand concentrates on the use of word parts, while the other strand deals with the use of context clues. A rationale to justify the inclusion of these skills in a reading comprehension program is presented. Each strand of skills, sequentially though not hierarchically arranged, is discussed. The research process pursued in the identification and delineation of these skills in objective form is described. Some consideration is also given to the instructional implications of this proposed outline of word meaning skills. (Author)