Date of Award
Spring 4-14-2020
Degree Type
Thesis
Degree Name
Master of Arts - School Psychology
Department
Human Services
First Advisor
Dr. Daniel McCleary
Second Advisor
Dr. Jillian Dawes
Third Advisor
Dr. Jaime Flowers
Fourth Advisor
Dr. Glen McCuller
Abstract
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.
Repository Citation
Chen, Juan, "COVER-COPY-COMPARE: A LITERATURE REVIEW" (2020). Electronic Theses and Dissertations. 292.
https://scholarworks.sfasu.edu/etds/292
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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