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The Effects of Cover, Copy, and Compare on Spelling Accuracy with a Middle School Student with Learning Disabilities: A Case Report

Author(s): Susan Poindexter | T. F. McLaughlin | K. Mark Derby | Gary Johnson

Journal: International Journal of Basics and Applied Science
ISSN 2301-4458

Volume: 1;
Issue: 2;
Start page: 415;
Date: 2012;
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Keywords: Cover | Copy | Compare | Learning disabilities | Middle school | Single case design | Spelling

The purpose of this research project was to examine the effects of employing the copy, cover and compare (CCC) method in spelling. The participant was a seventh grade male with learning disabilities. Data were gathered on his correct and error rate across various lessons in the student’s resource room classroom. An ABAB single case design was employed to evaluate the effects of CCC for both corrects and errors in spelling. The overall outcomes indicated a gradual increase in corrects and also gradual decreases in errors. This replicates much of the previous research with CCC. In the present case report, we were able to further replicate our work and those of Skinner and his colleagues. The CCC procedures were straight-forward to implement and data collection fit into the daily classroom routine. The benefits of CCC are discussed.
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