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The effects of cover, copy, and comp...

Benson, Geetal.

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The effects of cover, copy, and compare, performance feedback and rewards on the mathematical calculation skills of students identified with math difficulty.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of cover, copy, and compare, performance feedback and rewards on the mathematical calculation skills of students identified with math difficulty./
作者:	Benson, Geetal.
面頁冊數:	173 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3561568
ISBN:	9781303087653

The effects of cover, copy, and compare, performance feedback and rewards on the mathematical calculation skills of students identified with math difficulty.
Benson, Geetal.

The effects of cover, copy, and compare, performance feedback and rewards on the mathematical calculation skills of students identified with math difficulty. - 173 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ph.D.)--City University of New York, 2013.

This study examined the isolated effects of Cover, Copy and Compare (CCC) and the effects of CCC paired with performance feedback (CCC + PF) and rewards (CCC + RW) on the mathematical calculation skills of first grade students identified with math difficulty. Four research questions were addressed in this study. 1. Does Cover, Copy, and Compare increase first grade students' fluency in addition and subtraction calculation skills? 2. Does Cover, Copy and Compare paired with Performance Feedback have a higher rate of increase of first grade students' fluency in addition and subtraction calculation skills when compared to Cover, Copy, and Compare alone? 3. Does Cover-Copy-Compare paired with a Reward have a higher rate of increase of first grade students' fluency in mathematics calculation skills when compared with Cover, Copy, and Compare in isolation or Cover, Copy, and Compare paired with Performance Feedback? 4. Does Cover, Copy, and Compare increase first grade students' fluency in addition and subtraction skills at a higher rate than a control receiving no intervention?

ISBN: 9781303087653Subjects--Topical Terms:

517650
Educational psychology.

The effects of cover, copy, and compare, performance feedback and rewards on the mathematical calculation skills of students identified with math difficulty.
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245 1 4 $a The effects of cover, copy, and compare, performance feedback and rewards on the mathematical calculation skills of students identified with math difficulty.
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Adviser: Georgiana S. Tryon.
502 $a Thesis (Ph.D.)--City University of New York, 2013.
520 $a This study examined the isolated effects of Cover, Copy and Compare (CCC) and the effects of CCC paired with performance feedback (CCC + PF) and rewards (CCC + RW) on the mathematical calculation skills of first grade students identified with math difficulty. Four research questions were addressed in this study. 1. Does Cover, Copy, and Compare increase first grade students' fluency in addition and subtraction calculation skills? 2. Does Cover, Copy and Compare paired with Performance Feedback have a higher rate of increase of first grade students' fluency in addition and subtraction calculation skills when compared to Cover, Copy, and Compare alone? 3. Does Cover-Copy-Compare paired with a Reward have a higher rate of increase of first grade students' fluency in mathematics calculation skills when compared with Cover, Copy, and Compare in isolation or Cover, Copy, and Compare paired with Performance Feedback? 4. Does Cover, Copy, and Compare increase first grade students' fluency in addition and subtraction skills at a higher rate than a control receiving no intervention?
520 $a Eight first-grade students enrolled in General Education in an elementary school in a low-socioeconomic community within a major city in the Eastern United States were identified with Math Difficulty through a curriculum-based measure (CBM), and were the participants in the study. The students were randomly assigned to one of four treatment conditions: CCC, CCC + PF, CCC + RW and control. An alternating treatment design was used following an assessment of baseline levels that were determined using a CBM probe. The students received the interventions in both addition and subtraction operations over the course of 10 weeks. Rates of digits correct per minute (DCPM) and errors per minute (EPM) were the dependent measures used to indicate gains in calculation skills.
520 $a Overall, the results of the study indicated that CCC produced significant decreases in EPM when compared with baseline performance and modest gains in DCPM. Adding PF or RW to CCC did not increase the power of the CCC intervention as hypothesized, although it produced faster response times in some students. The study replicated previous research by demonstrating the CCC is a sound method for improving academic skills.
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