NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ776377
Record Type: Journal
Publication Date: 2007-Oct
Pages: 14
Abstractor: Author
Reference Count: 24
ISSN: ISSN-1081-3004
A Seven-Step Instructional Plan for Teaching English-Language Learners to Comprehend and Use Homonyms, Homophones, and Homographs
Jacobson, Julie; Lapp, Diane; Flood, James
Journal of Adolescent & Adult Literacy, v51 n2 p98-111 October 2007
For English-language learners, comprehension can be hindered by a lack of understanding of homonyms, homophones, and homographs, but the right instructional strategies can alleviate this problem. Following a discussion of issues such as the importance of being aware of a student's literacy skills in his or her home language and the need to preteach key vocabulary words, the authors provide examples of a structured approach to teaching homonyms, homophones, and homographs. This seven-step instructional process, which incorporates reading, illustrating, comparing and contrasting words, and categorizing vocabulary by using symbols to represent grammatical structures, can be used to teach all students, but it accommodates particularly the challenges encountered by English-language learners. The seven steps are: (1) Reading and/or listening to a story; (2) Defining and visualizing words; (3) Identifying parts of speech; (4) Categorizing words; (5) Completing cloze activities; (6) Producing a skit or creating a visual; and (7) Playing a word game with new words. The authors offer explicit examples of instruction at each step and conclude with a discussion of how to assess students' proficiencies as they discern word meanings and begin to use words efficiently. (Contains 10 figures and 3 tables.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Guides - Classroom - Teacher; Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A