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Abstract
Four global areas are described in which meaningful context is used to increase poor readers' sight and expanding reading vocabularies. Automatic and effortless word recognition is the goal so that poor readers can chunk and integrate text successfully for meaning. The four contextual areas are use of children's literature, use of a thematic approach, use of language experience, and use of interactive computer software programs. Teaching procedures for each area are described in which the poor reader becomes responsible for choosing the types of context that provide the basis for his or her reading recovery.