Cover, copy, compare (CCC) has been used with success to improve spelling skills. This study adds to existing research by completing an analysis of the rewriting component of the intervention. The impact of varying the number of times a subject copied a word following an error was examined with four elementary age students. An adaptive alternating treatments design with counterbalancing was used to compare the effects of two versions of CCC and baseline during acquisition and retention 2 weeks later. During acquisition, performance in both versions of CCC was greater than that during baseline sessions. There was not an appreciable difference between versions of CCC. Retention of performance was similar for CCC1 and CCC3. Results are discussed in terms of the core components of CCC and directions for future research.