Running head: COVER, COPY, COMPARE STRATEGY APPLICATION PROJECT

Cover, Copy, Compare Strategy Application Project

George Mason University
EDSE 628

Kristi Weathers
May, 20, 2015

CCC STRATEGY APPLICATION PROJECT

Abstract

The evidence-based instructional strategy called Cover, Copy, Compare (CCC) has been
shown to increase spelling accuracy in students with specific learning disabilities. A single
subject research project was initiated to investigate whether or not the use of CCC would help
students with intellectual disabilities improve spelling accuracy. The CCC strategy was
implemented with a second grade student with intellectual disabilities. The researcher used
previous spelling scores as a baseline. A weekly spelling test was administered in an attempt to
prove the effectiveness of the instructional strategy. The subject's spelling scores improved as a
result of the CCC strategy. The results of the project suggest that the use of CCC is an effective
way to increase spelling accuracy in students with intellectual disabilities.

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Introduction
The academic focus for this strategy application project was spelling, Spelling is an
important content area for all students because it supports the acquisition of reading and writing
skills. Being able to read and write are at the heart of education. These skills allow students to
be academically successful. In other words, improved spelling can result in improved reading
and writing skills because they all rely on the same underlying skills and knowledge. Catherine
Snow et al. states that the importance of spelling in supporting reading is as follows: Spelling
and reading build and rely on the same mental representation of a word. Knowing the spelling of
a word makes the representation of it sturdy and accessible for fluent reading. Spelling supports
not only reading fluency, but also reading comprehension and vocabulary. Joshi, Treiman,
Carreker and Moats (2008) describe the connection between reading and spelling: "The
correlation between spelling and reading comprehension is high because both depend on a
common denominator: proficiency with language. The more deeply and thoroughly a student
knows a word, the more likely he or she is to recognize it, spell it, define it, and use it
appropriately in speech and writing." Spelling also supports the acquisition of writing skills.
Writers that are good spellers are able to spend more time writing and less time trying to figure
out the correct spelling of words. According to Moats (2005), "Poor spellers may restrict what
they write to words they can spell, with inevitable loss of verbal power, or they may lose track of
their thoughts when they get stuck trying to spell a word."
Many students have difficulty when it comes to reading and writing. That being said, it
can be even more difficult for students with disabilities. According to Deno, Marston and
Mirkin (1982), students with learning disabilities typically misspell two to four times more

CCC STRATEGY APPLICATION PROJECT

words in their writing than their normally achieving peers. Some students with disabilities have
been identified with processing problems that can affect reading or comprehension abilities. It
is understandable then that students with poor reading abilities often have poor writing abilities
as well.

Instructional strategies that can improve these abilities include those that improve

spelling skills. The focus of this project is to implement one evidence based instructional
strategy called Copy, Cover, and Compare (CCC) to see if it can improve the spelling scores of a
student with disabilities, specifically intellectual disabilities.
Strategy
Research shows that the CCC strategy is effective in improving spelling scores for
students with and without disabilities. Manfred, A., McLaughlin, T., Derby, K., & Everso, M.
(2015) published an article that supports the use of Cover, Copy, Compare for increasing
spelling accuracy in students with learning disabilities. According to Kosmac, 2009; McLaughlin
& Skinner, 1996; Nies & Belfiore, (2006), as cited by Manfred, A., McLaughlin, T., Derby, K., &

Everso, M. (2015), the strategy incorporates self-management by students, repetition and immediate
error correction to help students master spelling skills. They conducted a three subject reversal

design study on the effectiveness of CCC on spelling accuracy and writing samples for students
with specific learning disabilities. The purpose of the study was to (1) implement CCC to
increase spelling and writing communication skills, (2) assess the generalization of the increase
in spelling accuracy to spelling accuracy in writing composition, and (3) to replicate findings for
using CCC to increase spelling accuracy.

The intervention study was implemented in a public school and involved three students
with specific learning disabilities. All three students received services in a resource room for

CCC STRATEGY APPLICATION PROJECT

reading, writing, and math. The first participant was a 9 year old third grade girl. The other two
participants were 11 year old sixth grade boys, one of which was diagnosed for ADHD. Baseline
data included previous spelling test scores collected from the general education teachers.

Materials included pre- and posttests consisting of grade level spelling words derived from
the general education curriculum and student generated free writing samples on a topic of their
choice. The study was done using a multiple baseline and ABAB reversal design. A baseline
was determined by researching the spelling scores on previous spelling tests. The intervention
was then initiated and the CCC method was used to teach new spelling words to the three
participants. The steps below outline the intervention:
1. Look at the spelling word
2. Cover the spelling word
3. Write the spelling word
4. Uncover the spelling word
5. Compare the original and written spelling word.
The first dependent variable was the percent of spelling words spelled correctly on a
spelling pre- and posttests. The second dependent variable was the use of current and past
spelling words found in writing samples from participants. CCC was used to teach correct
spelling of current spelling words for 10-20 minutes a day for five days a week in the resource
room for each of the three participants. The intervention was then removed to see if the scores
would return to baseline. The intervention was then again reintroduced to the three participants.
A writing sample was also generated before the study and after the study to see if the spelling
skills could be generalized to the students' writing tasks.

CCC STRATEGY APPLICATION PROJECT

After intervention was implemented, Student 1 was able to correctly spell 80-100% of
spelling list words correctly on posttests, showing an upward trend against the baseline data. The
second phase of CCC showed an upward trend for the percent of words that Student 1 was able
to spell correctly on posttests compared to her pretests. Writing sample probe showed no change
from baseline. Data on pretests for Student 2 showed a gradual upward trend from baseline
pretests. Data on posttests for Student 2 showed an upward trend compared to his pretests and
compared to baseline data. Data for the second phase of CCC showed an upward trend on
posttests compared to his performance on pretests. Writing sample probe show that he was able
to spell more words correctly in writing samples after the implementation of CCC spelling
practice. For Student 3, pretests after implementation o f CCC spelling practice showed a
variable trend. Data results for Student 3 posttests showed an upward trend from baseline.
Posttest data for Student after he began using a modified list showed a static trend. Writing
sample results for Student 3 showed a downward trend from baseline. Results from the study
indicated that CCC was an effective way to improve the spelling scores of the three participants
with learning disabilities. The effects of the intervention on writing tasks was variable and
warrant further research.

Another study by Joseph et. al, examined copy-cover-compare (CCC) and

variations of this strategy. This study indicated that a substantial number of
studies were able to validate the use of CCC for both spelling and math for
students with and without disabilities. The meta-analysis found that the
strategy was effective especially when combined with other evidence-based

CCC STRATEGY APPLICATION PROJECT

methods such as token economies, goal setting, and opportunities to respond. The meta-analysis
also suggests that this strategy is effective because it incorporates "several evidence-based
components of instruction such as modeling, correct responding, facilitating active student
responding, giving immediate corrective feedback, and providing students with several
opportunities to emit correct responses."

Because students differ in their ability to complete spelling tasks and spelling
assessments, there are accommodations that can be utilized to make it appropriate for a wider
range of students. One accommodation that can be used it to include the use of magnetic letters
for those students with fine motor difficulties. Another option for students with fine motor
difficulties is to use a computer to allow them to spell the words during the CCC activity and the
spelling assessments. Students also differ in ability to spell words. For those students who are
young or experiencing spelling difficulties, the level of difficulty of the spelling lists can be
tailored. An easy spelling list such as CVC words could be used for beginning spellers or those
that can't yet spell the more difficult words. The spelling word lists used for each student should
be appropriate for that students cognitive level.

Study Implementation
This strategy application project involved the implementation of the CCC instructional
strategy for improving spelling performance. The content area is spelling and the Virginia SOL
addressed is: (1.6) The student will apply phonetic principles to read and spell. The participant
involved in the study was a second grade student with intellectual disabilities. The student is
also an English Language Learner and frequently struggles with spelling words. His inability to

CCC STRATEGY APPLICATION PROJECT

spell words hinders his ability to write also. When he is writing. he stops when he doesn't know
how to spell a word. It is often difficult to redirect the student back to the writing activity once
that happens. Because the student has adequate fine motor skills and can write legibly, no
accommodations were needed to implement the strategy. The study was conducted in a selfcontained room for students with intellectual disabilities. The strategy was implemented in a
small group setting that involved the subject and three other students. The CCC strategy was
facilitated once a day for five days (week) for approximately 10-15 minutes. On the first day, the
subject was given a spelling words list comprised of 10 new words chosen from the grade level
curriculum used in the student's self contained classroom. The spelling words are a combination
of sight words and word family spelling words. After receiving instruction on how to use the
strategy, the student spent 10-15 minutes per day working on his spelling words using the CCC
strategy. On the fifth day, a spelling test was administered.

Base line scores were derived from three spelling test scores that were recorded prior to
the implementation of the strategy. Once the baseline level was established, the student was then
asked to perform weekly spelling activities that include the CCC strategy. Every day during
spelling instruction, the student completed the CCC worksheet by 1) studying and tracing the
words on the worksheet (See Appendix A), 2) folding the worksheet so the words are not visible
(See Appendix B), 3) writing the words from memory, and 4) checking his words for accuracy
against the original list (See Appendix C).
Develop Background Knowledge

Discuss It

Introduce the CCC worksheet to the student.

Show him the worksheet and tell him that this
is a new spelling activity that he will be
working on a little each day.
Explain to him that this activity will help him
learn how to spell his weekly spelling words.

CCC STRATEGY APPLICATION PROJECT

It is also a good strategy for other school

subjects. Tell him he can keep track of how
many words he spells right and receive
incentives for his efforts.
With the worksheet in front of you, complete it
using the following steps explaining what you
are doing to the student as you do it.
1. Study the words
2. Fold the worksheet
3. Write the word
4. Uncover the word
5. Compare the two words.
Provide a cue card that contains the steps as a
reminder for the student to help him memorize
how to complete the strategy.

Model It

Memorize It

Observe as the student completes the

worksheet and offer feedback and support for
the first several attempts.

Support It

Establish Independent Practice

Once the student has mastered how to

complete the worksheet, let them practice
independently. Monitor the student and track
successes and failures.

Results and Recommendations

The following chart illustrates the results of the strategy application project. After the
baseline was established, the student completed the CCC strategy every day and was assessed at
the end of the week. The student's spelling scores were 6, 8, 8, 7, and 9 (out of 10). The
student's assessment scores were graphed. The results indicate that the student's spelling scores
exhibited an upward trend. The results of the strategy application project indicate the CCC
strategy was an effective way to improve this student's weekly spelling scores. This is the
expected outcome of this study because the CCC strategy is an evidence-based strategy. This

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10

project further supports the evidence that CCC is an effective strategy for improving spelling
accuracy.

CCC Strategy
10
9
8
7
6
5
4
3
2
1
0
b1

b2

b3

p1

p2

p3

p4

p5

Score
s
Ancho

6
4.6666

rs

67
b1

b2

b3

p1

7.6
p2

p3

p4

p5

It is recommended that the student continue to use the CCC strategy to improve his
spelling accuracy. Since he is also working on addition fluency, it is recommended that he try
the CCC strategy for addition also. If it is effective for spelling, it should also be considered for

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11

use with his math fluency skills. There may also be other application for this strategy that may
help the student such as science, social studies or vocabulary.
This strategy can be tailored to meet the needs of other students as well. Students who
are just beginning to spell (learning letters) can also benefit from this strategy. The CCC
worksheet could include letters as opposed to full words for those students who are not yet ready
to spell words. The strategy could also be tailored for students who are at a higher level of
spelling ability. The spelling words chosen for the strategy can be derived from the student's
current level of performance. Those students spelling more difficult words can also benefit from
this strategy because the level of difficulty can be changed just by changing the spelling list used.
One aspect of the strategy that may be problematic for some students is the writing component.
Some students have fine motor skill deficiencies which make writing difficult and even
impossible. The use of magnetic letters could help those students with fine motor skill
disabilities. It is unclear as to whether or not the strategy would be as effective if the student did
not engage in the actual writing of the word. It is widely believed that repeated writing of
spelling words can improve spelling accuracy. More research is needed to determine if the
writing component of the strategy is essential for its effectiveness.

Personal and Professional Connections

Research on the evidence based strategy of CCC revealed to me the importance of

spelling in the curriculum. Spelling skills are often thought of as not that important in today's
world, especially given the culture of texting and emailing. Students in today's classes are used
to using abbreviation and acronyms for communicating ideas and thoughts. But research shows

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that spelling is important for developing both reading and writing skills. Without strong spelling
skills, students will have difficulties with reading and writing. It was exciting to see that the
student in the project actually made progress using the CCC strategy. The student has had
trouble with spelling accuracy, probably partly due to the fact that he is an English language
learner. While his spelling skills have been strengthened, he is also making progress in his
writing abilities. He is able to write more quickly because he is not having to stop and wonder
about the spelling of words he wants to use. Overall, this project has helped me to understand
the importance of spelling in the academic curriculum of all students.

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REFERENCES
Deno, S.L., Marston, D., & Mirkin, P. (1982). Valid measurement procedures for continuous
evaluation of written expression. Exceptional Children, 48, 368371.
Joseph, L. M., Konrad, M., Cates, G., Vajcner, T., Eveleigh, E. and Fishley, K. M. (2012), A
meta-analytic review of the cover-copy-compare and variations of this self-management
procedure. Psychol. Schs., 49: 122136. DOI: 10.1002/pits.20622
Joshi, R., Treiman, R., Carreker, S., & Moats, L. (2008-2009, Winter). The real magic of
spelling: Improving reading and writing. American Educator, 9.
http://www.aft.org/sites/default/files/periodicals/joshi.pdf
Manfred, A., McLaughlin, T., Derby, K., & Everso, M. (2015). The Effects of a Modified Cover,
Copy, Compare on Spelling Tests and in Written Compositions for Three Students with
Specific Learning Disabilities. Education Research Quarterly, 38.3, 3-31.
Moats, Louisa C. (2005). How Spelling Supports Reading. American Educator, Winter 2005/06,
12-43.
Snow, C. E., Griffin, P., and Burns, M. S. (Eds.) (2005). Knowledge to Support the Teaching of
Reading: Preparing Teachers for a Changing World. San Francisco: Jossey-Bass.

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APPENDIX A
Copy

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CCC STRATEGY APPLICATION PROJECT

APPENDIX B
Cover

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APPENDIX C
Compare

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