NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1061939
Record Type: Journal
Publication Date: 2015-Mar
Pages: 29
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-0196-5042
The Effects of a Modified Cover, Copy, Compare on Spelling Tests and in Written Compositions for Three Students with Specific Learning Disabilities
Goodman, Ashley; McLaughlin, T. F.; Derby, K. Mark; Everson, Mary
Educational Research Quarterly, v38 n3 p3-31 Mar 2015
Spelling skills are vital in teaching students to read and write effectively. One method to help students learn to spell words correctly is called cover, copy, and compare (CCC). This study was designed to evaluate the effects of using CCC on the spelling and writing skills of three students with learning disabilities. These skills were measured both before and after implementation of CCC spelling intervention. When CCC was in effect, our participants spelled more words correctly on spelling test probes. Generalization of correct spelling on a writing samples was found. The students reported they enjoyed using CCC.
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: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement