Reading strategies, particularly the ability to guess meaning from context, are valuable tools for developing vocabulary knowledge. The current research project, supported by a Japanese federal grant, is investigating how access to an integrated dictionary during ER affects learners’ usage of these reading strategies. First-year English majors use the ER application Xreading which now offers instructors the option of allowing learners to access glossary definitions while they read. At the start of the year, learners completed a survey of how often they use particular reading strategies. Using contextual clues and guessing meaning were among the strategies learners used most regularly. Pre- and post-tests were also given to determine how accurately they were able to guess meaning. Interestingly, results indicated that the experimental groups with access to the integrated dictionary showed greater gains in this ability. Later stages of this research will include replication, the addition of follow-up interviews, and the inclusion of non-English majors.