Summarized are four studies which compared the ability of learning disabled (LD) and normal students to learn the meanings of homonyms (words that sound alike but have different meanings) when presented in various modes. Homonyms were presented in either random order or in contiguous pairs, with the illustrative sentences presented after the word when in random order or after the pair, and in the presence of context cues or without context cues. Results indicated that normal students learned at a higher rate than LD students, that LD students needed to be provided with a pattern for organizing information, that context cues were a determiner of effective learning for both normals and LD pupils, that context served as immediate reinforcement for both groups of pupils, and that paired homonyms were learned more readily than homonyms presented in random sequence. (Author/DB)