NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1001585
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0003-1003
The Effect of "Cover, Copy, and Compare" on Spelling Accuracy of High School Students with Learning Disabilities
Zielinski, Katie; McLaughlin, T. F.; Derby, K. Mark
American Secondary Education, v41 n1 p78-95 Fall 2012
The purpose of this study was to evaluate the effectiveness of cover, copy, and compare (CCC) on spelling accuracy for three high school aged students with learning disabilities. CCC is a student-managed procedure that teaches discrete skills through self-tutoring and error correction. The effectiveness of CCC was evaluated using a multiple baseline with a reversal. The results indicated that CCC was effective in teaching the students to spell their weekly vocabulary words. The reversal phase produced differential effects across the three students. The CCC method required little teaching time or one-on-one teaching, and it was a success in a high school special education resource room. (Contains 3 figures.)
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement