This study investigates children's ability to utilize context cues (forward or backward), dictionary definitions (original or revised), or combinations of the two to understand unfamiliar words. Significant word gains were found for all treatments and reading skill levels. Revised definitions produced significantly greater gains than forward context cues, backward context cues, and original definitions. Combined treatments produced significantly greater gains than backward context cues. Advanced readers demonstrated significantly greater gains than average or below-average readers. Implications for reading research and instruction are forwarded and the construct of Immediate Understanding is defined and explored. (Contains 6 tables and 6 notes.)