Many elementary school students struggle with basic math fact fluency in the United States (Stickney et al., 2012). Cover-Copy-Compare (CCC) is a widely used intervention strategy that helps students who experience math fact fluency delays. This study aimed to modify CCC to improve four students’ math fact fluency. This study also aimed to modify CCC to generalize the target skill to more advanced skills. It was hypothesized that the intervention would increase participants’ target item fluency. It also hypothesized that the intervention would facilitate generalization to untrained target items and more difficult items. However, due to the impact of COVID-19, the second hypothesis was discontinued and was approved by the dissertation committee. In addition, the fourth participant was not able to start the intervention session due to the impact of COVID-19. The fourth participant’s data was removed prior to data collection. As a result, this study reported results based on three of the four participants and one guiding question with one hypothesis. A multiple baseline design was used to evaluate the modified CCC procedures. Results from the current study supported that accuracy and fluency level of prerequisite skills impact generalization. Results also demonstrated that once the procedural coaching was in place, the participant with higher fluency and accuracy prerequisite skills impact generalization. Results also demonstrated that once the procedural coaching was in place, the participant with higher fluency and accuracy prerequisite skills displayed a faster and steeper acquisition of generalized skills to the target problems than the participants with lower accuracy and fluency prerequisite skill levels. Overall, the first hypothesis was partially confirmed based on the fact that the modified CCC demonstrated the effectiveness of increasing math fact fluency and accuracy on target items on two of the three participants.
","abstract_html":"<p>Many elementary school students struggle with basic math fact fluency in the United States (Stickney et al., 2012). Cover-Copy-Compare (CCC) is a widely used intervention strategy that helps students who experience math fact fluency delays. This study aimed to modify CCC to improve four students’ math fact fluency. This study also aimed to modify CCC to generalize the target skill to more advanced skills. It was hypothesized that the intervention would increase participants’ target item fluency. It also hypothesized that the intervention would facilitate generalization to untrained target items and more difficult items. However, due to the impact of COVID-19, the second hypothesis was discontinued and was approved by the dissertation committee. In addition, the fourth participant was not able to start the intervention session due to the impact of COVID-19. The fourth participant’s data was removed prior to data collection. As a result, this study reported results based on three of the four participants and one guiding question with one hypothesis. A multiple baseline design was used to evaluate the modified CCC procedures. Results from the current study supported that accuracy and fluency level of prerequisite skills impact generalization. Results also demonstrated that once the procedural coaching was in place, the participant with higher fluency and accuracy prerequisite skills impact generalization. Results also demonstrated that once the procedural coaching was in place, the participant with higher fluency and accuracy prerequisite skills displayed a faster and steeper acquisition of generalized skills to the target problems than the participants with lower accuracy and fluency prerequisite skill levels. Overall, the first hypothesis was partially confirmed based on the fact that the modified CCC demonstrated the effectiveness of increasing math fact fluency and accuracy on target items on two of the three participants.</p>","abstract_has_math":false,"creators":["Chen, Juan"],"institution":null,"degree_name":"Doctor of Philosophy - School Psychology","degree_level":"Dissertation","degree_discipline":"Human Services","degree_department":null,"school":null,"contributors":["Dr. Daniel McCleary","Dr. Jaime Flowers","Dr. Elaine Turner"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-07-09T07:00:00Z","date_published":"2021-07-09T07:00:00Z","updated_at":"2026-07-24T04:30:30Z","subjects":["math fact fluency","math fact generalization","learning disability","math intervention","cover-copy-compare","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/395","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. Jaime Flowers","Dr. Elaine Turner"]},{"key":"dc:creator","label":"Author","values":["Chen, Juan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-07-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Services"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy - School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["math fact fluency","math fact generalization","learning disability","math intervention","cover-copy-compare","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/395"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Many elementary school students struggle with basic math fact fluency in the United States (Stickney et al., 2012). Cover-Copy-Compare (CCC) is a widely used intervention strategy that helps students who experience math fact fluency delays. This study aimed to modify CCC to improve four students’ math fact fluency. This study also aimed to modify CCC to generalize the target skill to more advanced skills. It was hypothesized that the intervention would increase participants’ target item fluency. It also hypothesized that the intervention would facilitate generalization to untrained target items and more difficult items. However, due to the impact of COVID-19, the second hypothesis was discontinued and was approved by the dissertation committee. In addition, the fourth participant was not able to start the intervention session due to the impact of COVID-19. The fourth participant’s data was removed prior to data collection. As a result, this study reported results based on three of the four participants and one guiding question with one hypothesis. A multiple baseline design was used to evaluate the modified CCC procedures. Results from the current study supported that accuracy and fluency level of prerequisite skills impact generalization. Results also demonstrated that once the procedural coaching was in place, the participant with higher fluency and accuracy prerequisite skills impact generalization. Results also demonstrated that once the procedural coaching was in place, the participant with higher fluency and accuracy prerequisite skills displayed a faster and steeper acquisition of generalized skills to the target problems than the participants with lower accuracy and fluency prerequisite skill levels. Overall, the first hypothesis was partially confirmed based on the fact that the modified CCC demonstrated the effectiveness of increasing math fact fluency and accuracy on target items on two of the three participants.
"]},{"key":"dc:title","label":"Title","values":["Using Modified Cover-Copy-Compare to Increase Math Fact Fluency and Promote Generalization"]}]}],"canonical_facts":{"dc:contributor":["Dr. Daniel McCleary","Dr. Jaime Flowers","Dr. Elaine Turner"],"dc:creator":["Chen, Juan"],"dc:date.available":["2021-07-09T07:00:00Z"],"dc:description.abstract":["Many elementary school students struggle with basic math fact fluency in the United States (Stickney et al., 2012). Cover-Copy-Compare (CCC) is a widely used intervention strategy that helps students who experience math fact fluency delays. This study aimed to modify CCC to improve four students’ math fact fluency. This study also aimed to modify CCC to generalize the target skill to more advanced skills. It was hypothesized that the intervention would increase participants’ target item fluency. It also hypothesized that the intervention would facilitate generalization to untrained target items and more difficult items. However, due to the impact of COVID-19, the second hypothesis was discontinued and was approved by the dissertation committee. In addition, the fourth participant was not able to start the intervention session due to the impact of COVID-19. The fourth participant’s data was removed prior to data collection. As a result, this study reported results based on three of the four participants and one guiding question with one hypothesis. A multiple baseline design was used to evaluate the modified CCC procedures. Results from the current study supported that accuracy and fluency level of prerequisite skills impact generalization. Results also demonstrated that once the procedural coaching was in place, the participant with higher fluency and accuracy prerequisite skills impact generalization. Results also demonstrated that once the procedural coaching was in place, the participant with higher fluency and accuracy prerequisite skills displayed a faster and steeper acquisition of generalized skills to the target problems than the participants with lower accuracy and fluency prerequisite skill levels. Overall, the first hypothesis was partially confirmed based on the fact that the modified CCC demonstrated the effectiveness of increasing math fact fluency and accuracy on target items on two of the three participants.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/395"],"dc:subject":["math fact fluency","math fact generalization","learning disability","math intervention","cover-copy-compare","School Psychology"],"dc:title":["Using Modified Cover-Copy-Compare to Increase Math Fact Fluency and Promote Generalization"],"thesis:degree_discipline":["Human Services"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy - School Psychology"]},"updated_at":"2026-07-24T04:30:30Z"}