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ERIC Number: EJ1061938
Record Type: Journal
Publication Date: 2013-Jun
Pages: 24
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-0196-5042
The Effects of Cover, Copy, and Compare to Teach Spelling to Middle School Students with Learning Disabilities and OHI
Kinney, Michelle; Hochstetler, Elizabeth; McLaughlin, T. F.; Derby, K. Mark
Educational Research Quarterly, v36 n4 p25-48 Jun 2013
The purpose of this study was to assess the effects of cover, copy, and compare (CCC) on the spelling performance of three male middle school students. Two of the participants had learning disabilities and the third was health impaired. The study was conducted in a public school resource room in the Pacific Northwest. A multiple-baseline across word lists was employed to assess the efficacy of CCC. The behavior measured was correct spelling. The results showed mastery of spelling words following the implementation of CCC. The students and staff enjoyed the procedure and suggestions for additional research with CCC are discussed.
Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A