Examining a Classwide Application of Cover-Copy-Compare With and Without Goal Setting to Enhance Mathematics Fluency

Robin S. Codding, Lisa Chan-Iannetta, Molley Palmer, Grace Lukito

Research output: Contribution to journalArticlepeer-review

25 Scopus citations

Abstract

The purpose of this study was to compare the effects of cover-copy-compare alone and combined with two forms of goal setting to a control condition on the mathematics fluency of 173 third-grade students. Treatment sessions occurred twice weekly for a total of 6 weeks, and multilevel modeling was used to examine progress across intervention sessions. Results suggested that combining cover-copy-compare with goal setting (problems correct) leads to steeper slopes and higher final scores than most other treatment conditions, the effects of which were retained over 1 month and generalized to similar stimulus conditions. Initial scores on a third-grade general outcome measure significantly affected growth over time but not final score.

Original languageEnglish (US)
Pages (from-to)173-185
Number of pages13
JournalSchool Psychology Quarterly
Volume24
Issue number3
DOIs
StatePublished - Sep 1 2009

Keywords

  • cover-copy-compare
  • elementary school
  • goal-setting
  • interventions
  • mathematics

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