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ERIC Number: ED553471
Record Type: Non-Journal
Publication Date: 2013
Pages: 174
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-8765-3
ISSN: N/A
The Effects of Cover, Copy, and Compare, Performance Feedback and Rewards on the Mathematical Calculation Skills of Students Identified with Math Difficulty
Benson, Geetal
ProQuest LLC, Ph.D. Dissertation, City University of New York
This study examined the isolated effects of Cover, Copy and Compare (CCC) and the effects of CCC paired with performance feedback (CCC + PF) and rewards (CCC + RW) on the mathematical calculation skills of first grade students identified with math difficulty. Four research questions were addressed in this study. 1. Does Cover, Copy, and Compare increase first grade students' fluency in addition and subtraction calculation skills? 2. Does Cover, Copy and Compare paired with Performance Feedback have a higher rate of increase of first grade students' fluency in addition and subtraction calculation skills when compared to Cover, Copy, and Compare alone? 3. Does Cover-Copy-Compare paired with a Reward have a higher rate of increase of first grade students' fluency in mathematics calculation skills when compared with Cover, Copy, and Compare in isolation or Cover, Copy, and Compare paired with Performance Feedback? 4. Does Cover, Copy, and Compare increase first grade students' fluency in addition and subtraction skills at a higher rate than a control receiving no intervention? Eight first-grade students enrolled in General Education in an elementary school in a low-socioeconomic community within a major city in the Eastern United States were identified with Math Difficulty through a curriculum-based measure (CBM), and were the participants in the study. The students were randomly assigned to one of four treatment conditions: CCC, CCC + PF, CCC + RW and control. An alternating treatment design was used following an assessment of baseline levels that were determined using a CBM probe. The students received the interventions in both addition and subtraction operations over the course of 10 weeks. Rates of digits correct per minute (DCPM) and errors per minute (EPM) were the dependent measures used to indicate gains in calculation skills. Overall, the results of the study indicated that CCC produced significant decreases in EPM when compared with baseline performance and modest gains in DCPM. Adding PF or RW to CCC did not increase the power of the CCC intervention as hypothesized, although it produced faster response times in some students. The study replicated previous research by demonstrating the CCC is a sound method for improving academic skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A