This paper attempts to bring information to a broad audience on children's utilization of semantic and syntax context clues in reading. It reviews the research of several contemporary theorists who indicate that semantics and syntax are overlapping processes. The simultaneous use of these processes enable young, particularly struggling readers to compensate for problem-words and difficult language in semantically and syntactically inaccessible texts. English Language Learners' ability to construct meaning from texts written with English vocabulary and sentence structure is also discussed. Finally, the question of how to link theory to practice is raised, and more semantically and syntactically accessible research literature is recommended to aid in this endeavor. (Contains 7 references.) (Author)