Cover-copy-compare (CCC) is an evidence-based math intervention strategy that can be used to help to build math fact accuracy and fluency. This literature review aims to examine different modifications of CCC, the effectiveness of CCC in helping students with disabilities, and identifying targeted computational skills. Discussion will also focus on the generalizability of CCC. After using predetermined inclusion and exclusion criteria, thirty-nine articles were identified as relevant to this study. The results indicate that CCC demonstrated efficacy among students with Specific Learning Disability (SLD), Attention Deficit/Hyperactive Disorder, and emotional and behavioral disorders. There is no current evidence that CCC works for students with autism. Furthermore, only one article was identified that demonstrated effective generalization of the targeted skill using CCC and strategy coaching.
","abstract_html":"<p>Cover-copy-compare (CCC) is an evidence-based math intervention strategy that can be used to help to build math fact accuracy and fluency. This literature review aims to examine different modifications of CCC, the effectiveness of CCC in helping students with disabilities, and identifying targeted computational skills. Discussion will also focus on the generalizability of CCC. After using predetermined inclusion and exclusion criteria, thirty-nine articles were identified as relevant to this study. The results indicate that CCC demonstrated efficacy among students with Specific Learning Disability (SLD), Attention Deficit/Hyperactive Disorder, and emotional and behavioral disorders. There is no current evidence that CCC works for students with autism. Furthermore, only one article was identified that demonstrated effective generalization of the targeted skill using CCC and strategy coaching. </p>","abstract_has_math":false,"creators":["Chen, Juan"],"institution":null,"degree_name":"Master of Arts - School Psychology","degree_level":"Thesis","degree_discipline":"Human Services","degree_department":null,"school":null,"contributors":["Dr. Daniel McCleary","Dr. Jillian Dawes","Dr. Jaime Flowers"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-04-14T07:00:00Z","date_published":"2020-04-14T07:00:00Z","updated_at":"2026-07-24T04:30:30Z","subjects":["Math Fact Fluency","Cover Copy Compare","Math Fact Accuracy","Math Intervention","Applied Behavior Analysis","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/292","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Daniel McCleary","Dr. Jillian Dawes","Dr. Jaime Flowers"]},{"key":"dc:creator","label":"Author","values":["Chen, Juan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-05-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Services"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts - School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Math Fact Fluency","Cover Copy Compare","Math Fact Accuracy","Math Intervention","Applied Behavior Analysis","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/292"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Cover-copy-compare (CCC) is an evidence-based math intervention strategy that can be used to help to build math fact accuracy and fluency. This literature review aims to examine different modifications of CCC, the effectiveness of CCC in helping students with disabilities, and identifying targeted computational skills. Discussion will also focus on the generalizability of CCC. After using predetermined inclusion and exclusion criteria, thirty-nine articles were identified as relevant to this study. The results indicate that CCC demonstrated efficacy among students with Specific Learning Disability (SLD), Attention Deficit/Hyperactive Disorder, and emotional and behavioral disorders. There is no current evidence that CCC works for students with autism. Furthermore, only one article was identified that demonstrated effective generalization of the targeted skill using CCC and strategy coaching.
"]},{"key":"dc:title","label":"Title","values":["COVER-COPY-COMPARE: A LITERATURE REVIEW"]}]}],"canonical_facts":{"dc:contributor":["Dr. Daniel McCleary","Dr. Jillian Dawes","Dr. Jaime Flowers"],"dc:creator":["Chen, Juan"],"dc:date.available":["2020-05-01T07:00:00Z"],"dc:description.abstract":["Cover-copy-compare (CCC) is an evidence-based math intervention strategy that can be used to help to build math fact accuracy and fluency. This literature review aims to examine different modifications of CCC, the effectiveness of CCC in helping students with disabilities, and identifying targeted computational skills. Discussion will also focus on the generalizability of CCC. After using predetermined inclusion and exclusion criteria, thirty-nine articles were identified as relevant to this study. The results indicate that CCC demonstrated efficacy among students with Specific Learning Disability (SLD), Attention Deficit/Hyperactive Disorder, and emotional and behavioral disorders. There is no current evidence that CCC works for students with autism. Furthermore, only one article was identified that demonstrated effective generalization of the targeted skill using CCC and strategy coaching.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/292"],"dc:subject":["Math Fact Fluency","Cover Copy Compare","Math Fact Accuracy","Math Intervention","Applied Behavior Analysis","School Psychology"],"dc:title":["COVER-COPY-COMPARE: A LITERATURE REVIEW"],"thesis:degree_discipline":["Human Services"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts - School Psychology"]},"updated_at":"2026-07-24T04:30:30Z"}