The Effects of Cover, Copy, and Compare on the Spelling Accuracy of a High School Student with a Learning Disability
Faculty Sponsor
Jennifer M. Neyman, neyman@gonzaga.edu
Session Type
Poster Presentation
Research Project Abstract
The purpose of this study was to evaluate the effects of cover, copy, and compare (CCC) when teaching spelling to a 12th grade student with a learning disability in the home setting. CCC has been highly successful in improving the spelling accuracy of students with and without disabilities and can also be a self-tutoring procedure. The procedure was evaluated using a permanent product data system within a multiple baseline design. CCC included the participant covering a modeled word, copying the word from memory, and then comparing her word to the model. If an error occurred, the steps were repeated. The results indicated a functional relationship between increasing the participant’s spelling accuracy and CCC. The benefits of CCC as an evidence-based practice include its home application, preference by the parents and the participant, and its practicality.
Session Number
PS2
Location
HUB Multipurpose Room
Abstract Number
PS2-e
The Effects of Cover, Copy, and Compare on the Spelling Accuracy of a High School Student with a Learning Disability
HUB Multipurpose Room
The purpose of this study was to evaluate the effects of cover, copy, and compare (CCC) when teaching spelling to a 12th grade student with a learning disability in the home setting. CCC has been highly successful in improving the spelling accuracy of students with and without disabilities and can also be a self-tutoring procedure. The procedure was evaluated using a permanent product data system within a multiple baseline design. CCC included the participant covering a modeled word, copying the word from memory, and then comparing her word to the model. If an error occurred, the steps were repeated. The results indicated a functional relationship between increasing the participant’s spelling accuracy and CCC. The benefits of CCC as an evidence-based practice include its home application, preference by the parents and the participant, and its practicality.
