This study compared the ßuency and error rates produced when using the Cover, Copy, and Compare (CCC) and a modiÞed CCC procedure (MCCC) called Copy, Cover, and Compare to complete subtraction math problems. Two second-grade classrooms consisting of 47 total students participated in the study. The following items were administered to participants: (a) a timed pretest, (b) a timed CCC worksheet, (c) a timed MCCC worksheet, and (d) a timed posttest. Then the participants were asked which procedure they liked best. Results revealed signiÞcantly higher digits correct per minute (i.e., ßuency scores) on the posttest when compared with the pretest scores. Likewise, students' ßuency scores were signiÞcantly higher under the CCC condition when compared to the MCCC condition. There were no signiÞcant differences in accuracy from pretest to posttest nor between the CCC and MCCC conditions. Discussion focuses on implications for modifying instructional strategies, measuring student progress, implications for practice, and directions for future research. C 2009 Wiley Periodicals, Inc.
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