This book is designed to provide teachers with the information necessary to help their students to cope successfully and independently with unfamiliar words. Three sources of aid in word identification are discussed, to provide a balance to the current overemphasis on phonics decoding as the only way for children to identify words. The three areas of word recognition discussed are the use of context to identify words, structural analysis of words, and phonics. Questions asked of the reader throughout the text emphasize the belief of the author that this information should be studied and mastered by teachers of reading, rather than just skimmed. (MKM)