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 language | English (US) |
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Pages (from-to) | 173-185 |
Number of pages | 13 |
Journal | School Psychology Quarterly |
Volume | 24 |
Issue number | 3 |
DOIs | |
State | Published - Sep 2009 |
Keywords
- cover-copy-compare
- elementary school
- goal-setting
- interventions
- mathematics