Comparison of cover-copy-compare and taped problems on students’ addition fluency based on initial instructional level

The purpose of this study was to determine the effectiveness of Cover, Copy, Compare and Taped Problems on student computation fluency. The second purpose was to determine if the growth in student performance differed based on initial student fluency level. The use of an alternating treatment design allowed for the direct comparison of both interventions and a control condition across a set of 17 participants. Results indicate that student performance, measured in digits correct per minute, increased during the three conditions. There was significant difference between performance (baseline vs. final), indicating that student performance improved over time. There was a difference between all conditions (Control, Cover-Copy-Compare, and Taped Problems). Additionally, there was an interaction effect between performance and condition. Students performed better in the Taped Problems condition when compared to Control condition, and in the Taped Problems condition when compared to Cover, Copy, Compare condition. There were no differences between the Control and Cover, Copy, Compare conditions between baseline and final assessment. The results of this study indicate that Cover, Copy, Compare and Taped Problems are effective at increasing student computational fluency. Although it appeared that Taped Problems was more effective overall and for students who were already performing in the instructional range, various factors may limit the generalizability of results. Further research with larger sample sizes, with more varied student baseline performance, and implementation of intervention earlier in the academic school year should be conducted to determine if there is a skill-by-treatment interaction.