THE DIFFERENTIAL, DELAYED AND MODERATE EFFECTS OF COVER, COPY, COMPARE ON SPELLING SECOND GRADE CORE ON SPELLING SECOND GRADE CORE WORDS FOR TWO ELEMENTARY STUDENTS WITH SPECIFIC LEARNING DISABILITIES
- Authors
-
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DANIELLE FAZZARI
Author
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T. F. MCLAUGHLIN
Author
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JENNIFE NEYMAN
Author
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MARY EVERSON
Author
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- Keywords:
- learning disabilities, spelling, multiple baseline design, copy, cover, compare, CCC, weak replication, resource room
- Abstract
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The purpose of the study is to test the effects of a Copy, Cover, and Compare (CCC) strategy in
spelling for two students with a specific learning disability. The students demonstrated a lack of
skill when working on spelling at grade level. The participants were two fourth grade boys, one
age 9 and the other age 10. Each had been diagnosed with specific learning disabilities. The
study was conducted in an elementary resource room in a large urban school district in the
Pacific Northwest. A multiple baseline design was utilized to evaluate the effects of CCC. The
results showed delayed improvement during CCC for one participant and modest improvement
for the other participant. Reasons for the lack of robust outcomes were given. - Downloads
- Published
- 2013-10-14
- Issue
- Vol. 2 No. 4 (2013)
- Section
- Articles