Effects of peer-mediated instruction on the acquisition and generalization of written capitalization skills.

Abstract:

: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_name

J Learn Disabil

authors

Campbell BJ,Brady MP,Linehan S

doi

10.1177/002221949102400103

subject

Has Abstract

pub_date

1991-01-01 00:00:00

pages

6-14

issue

1

eissn

0022-2194

issn

1538-4780

journal_volume

24

pub_type

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