Students from 11 to 12 years old were invited to derive the meaning of five unknown words, each embedded in three contexts. We focused on the students' proficiency in three activities: decontextualization of the target word meanings from the contexts (decontextualization), testing initial ideas about the word meanings with subsequent contexts (cumulative testing), and formulating dictionarylike definitions (defining). We compared eight students of high and eight students of low verbal ability. The students were led individually through the process of deriving the meaning of the target words, while thinking aloud. The study showed that even young students of low verbal ability are capable of performing meaning-derivation activities that are in general ascribed to mature students of high verbal ability.

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