COVER-COPY-COMPARE: A LITERATURE REVIEW

<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>

Name thesis:degree_name

Master of Arts - School Psychology

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Human Services

Year dc:date.available

2020

Author dc:creator

• Chen, Juan

Contributors dc:contributor

• Dr. Daniel McCleary
• Dr. Jillian Dawes
• Dr. Jaime Flowers

• Math Fact Fluency
• Cover Copy Compare
• Math Fact Accuracy
• Math Intervention
• Applied Behavior Analysis
• School Psychology

Repository record dc:identifier

https://scholarworks.sfasu.edu/etds/292

OAI identifier oai:identifier

oai:scholarworks.sfasu.edu:etds-1328