Cover-Copy-Compare and Spelling: One Versus ThreeRepetitions

摘要

Cover, copy, compare (CCC) has been used with success to improvespelling skills. This study adds to existing research by completing an analysis of therewriting component of the intervention. The impact of varying the number of timesa subject copied a word following an error was examined with four elementary agestudents. An adaptive alternating treatments design with counterbalancing was usedto compare the effects of two versions of CCC and baseline during acquisition andretention 2 weeks later. During acquisition, performance in both versions of CCCwas greater than that during baseline sessions. There was not an appreciable dif-ference between versions of CCC. Retention of performance was similar for CCC Iand CCC3. Results are discussed in terms of the core components of CCC anddirections for future research.