The purpose of this study was to determine whether good and poor readers of the same age levels differed in their performance on a task which required the integration of semantic-syntactic and grapho-phonic information. Fifteen fourth grade good readers, 15 fourth grade poor readers, and 15 second grade good readers read six sentences that had one word missing and tried to respond with designated high and low frequency "target" words. Pairs of the sentences had high, moderate, or poor context clues to the missing words. As the subjects tried to elicit the target words, they were given graphic clues (first and succeeding letters in the target word) until they gave the correct response. The proportion of the total word that was necessary to achieve recognition was the basic unit of analysis; these response data indicate no appreciable differences between older poor readers and the younger good readers. Contextual richness and word frequency affected performances in all groups, but to different degrees. Many skilled readers used graphic information in conjunction with contextual constraints (semantics and syntax) more effectively than the less skilled readers. (RL)