The Effects of Copy, Cover and Compare with and without Additional Error Drill on Multiplication Fact Fluency and Accuracy

Abstract

Introduction. The use of copy, cover, and compare has been suggested as an effective class-

The Effects of Reading Racetrack with Direct Instruction Flashcards and a Token System on Sight Word Acquisition For Two Primary Students with Severe Conduct Disorders

“…The final positive outcome was that the study replicated previous similar studies with a lot of success. Previous research has employed with reading racetracks and flashcards (Alexander et al, 2008;Becker, McLaughlin, Weber, & Gower, 2009;Glover, McLaughlin, Derby, & Gower, 2010;Green, et al, 2010;Kaufman et al, 2011;Rinaldi & McLaughlin, 1996;Ruwe et al, 2011) the evidence of the confidence regarding the efficacy of reading racetracks, DI flashcards, and token economy (Barlow et al, 2008;Kazdin, 2010).…”

Using a Direct Instruction Flashcard System with Two Students with Learning Disabilities

“…When asked, the participants reported they were not practicing on their own out of class. This has been known to occur with some of our other interventions such as copy, cover, and compare or peer tutoring (Becker, McLaughlin, Weber, & Gower, 2009;Malone & McLaughlin, 1997). However, both believed that just using the cards and additional practicing helped them to retain their mastery of the math facts.…”

Cover-Copy-Compare for Multiplication With Students With Emotional and Behavioral Disorders: A Brief Report

“…The traditional CCC procedure involves the following steps: (a) look at and study a completed problem; (b) cover the problem; (c) write the problem and answer from memory; (d) uncover the sample problem; (e) compare own answer with the sample; and (f) move on to the next problem if correct, start over with the first step if incorrect. These steps have shown to be an effective and efficient intervention for mathematical fact acquisition and fluency (Becker, McLaughlin, Weber, & Gower, 2009;Cieslar, McLaughlin, & Derby, 2008;Hayden & McLaughlin, 2004). The intervention utilizes a behavioral approach with explicit instruction and guided practice (Poncy, McCallum, & Schmitt, 2010).…”