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Effects of Peer-Mediated Instruction on the Acquisition and Generalization of Written Capitalization Skills

Beverly J. Campbell is a resource/self-contained teacher of students with behavior disorders, learning disabilities, and mild mental retardation in Aldine (Texas) Independent School District. Her interest in peer tutoring and data-based academics led to the present study, which served as the thesis of her master's in education degree in special education at the University of Houston.

Michael P. Brady

Michael P. Brady received his PhD from Vanderbilt University in special education. He is an associate professor in the Department of Educational Psychology and coordinator of special education programs at the University of Houston. His research interests include behavioral instructional strategies, social integration, and teacher training programs for students with substantial handicaps.

Sharon Linehan

Sharon Linehan is a doctoral student in special education at the University of Houston and a training specialist with the Region IV (Southeast Texas) Educational Service Center. Her research interests include functional assessment, instructional expectations, and communication competence among students with severe handicaps. Address: Michael P. Brady, Department of Educational Psychology, College of Education, University of Houston, Houston, TX 77204-5874.

This study investigated the effects of a peer teaching procedure, combined with student letter-writing activities, on the acquisition and generalization of capitalization skills. Three students, aged 9 years, obtained instruction from peer partners that included (a) an introduction and review of capitalization rules, (b) feedback on each participant's previous capitalization work, and (c) guided and independent practice on sentences that required capitalization. All three students demonstrated acquisition of the capitalization rules after participating in the teaching sessions with one or two peer partners. In addition, there were increases in capitalization accuracy in participants' letters to peers who did not serve as teaching partners, thus demonstrating a measure of across-peer (stimulus) generalization. Mixed results were obtained on a response generalization task (sentence writing). Finally, sentencing-writing activities also showed that two of the peer partners substantially improved their use of capitalization skills as a result of teaching the target students.

Journal of Learning Disabilities, Vol. 24, No. 1, 6-14 (1991)
DOI: 10.1177/002221949102400103


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