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ERIC Number: EJ859967
Record Type: Journal
Publication Date: 2009-Sep
Pages: 13
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-1045-3830
Examining a Classwide Application of Cover-Copy-Compare with and without Goal Setting to Enhance Mathematics Fluency
Codding, Robin S.; Chan-Iannetta, Lisa; Palmer, Molley; Lukito, Grace
School Psychology Quarterly, v24 n3 p173-185 Sep 2009
The purpose of this study was to compare the effects of cover-copy-compare alone and combined with two forms of goal setting to a control condition on the mathematics fluency of 173 third-grade students. Treatment sessions occurred twice weekly for a total of 6 weeks, and multilevel modeling was used to examine progress across intervention sessions. Results suggested that combining cover-copy-compare with goal setting (problems correct) leads to steeper slopes and higher final scores than most other treatment conditions, the effects of which were retained over 1 month and generalized to similar stimulus conditions. Initial scores on a third-grade general outcome measure significantly affected growth over time but not final score. (Contains 2 tables.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A