Comparing Mathematics Interventions: The Effects of Cover-Copy-Compare Alone and Combined with Performance Feedback on Digits Correct and Incorrect |
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Authors: | Robin S Codding Tanya L Eckert Erica Fanning Maria Shiyko Esther Solomon |
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Institution: | (1) Ph.D. Program in Educational Psychology, City University of New York, Graduate School & University Center, New York, NY, USA;(2) Psychology Department, Syracuse University, Syracuse, NY, USA;(3) Ph.D. Program in Educational Psychology, City University of New York: Graduate Center, 365 Fifth Avenue, New York, NY 10016, USA |
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Abstract: | The purpose of this study was to compare the isolated effects of cover-copy-compare (CCC) with the combined effects of CCC
and two types of performance feedback (i.e., digits correct and incorrect per minute) on sixth grade students’ mathematics
fluency and accuracy. An alternating treatments design was employed to compare treatments across 16 weeks. Participants included
three general education sixth grade students whose teachers recommended them for additional help with mathematics calculation.
No differentiation between treatments was demonstrated for any of the participants and individual differences pertaining to
the number of sessions needed to reach and consistently perform at mastery levels were found. Follow-up data at 4 and 12 days
following termination of the intervention phase indicated that all participants continued to perform at mastery levels. Generalization
to a slightly more difficult mathematics skill yielded pre-intervention to post-intervention increases, albeit small. Students
rated all three treatment conditions favorably. |
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Keywords: | cover-copy-compare performance feedback Mathematics interventions general education |
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