The omnibus question proposed here is to pinpoint the impact of a contextual guessing strategy (CGS) on vocabulary and reading authentic texts at the pre-university level. One hundred male and female students were randomly selected and assigned to ‘context’ and ‘non-context’ groups. The context group received a CGS instruction to infer the meaning of low-frequency words while the non-context participants were treated by a direct method. The results revealed that CGS instruction was more effective vis-à-vis direct vocabulary instruction in all particulars, and was more effective than the non-context method in improving reading. The tentative estimation would be that some of the assumptions about the futility of teaching contextual clues should be rigorously re-examined and that CGS can account for a substantial proportion of vocabulary growth during the school years.<br /
