Comparison of Cover, Copy, Compare and Explicit Timing interventions to increase digits correct per minute scores

An adapted alternating treatments design was used to compare the effects of class-wide applications of Cover, Copy, Compare (CCC) and Explicit Timing (ET) procedures designed to enhance addition and subtraction fact fluency in an intact second and third-grade classroom, respectively. This dissertation also examined whether initial fluency level scores would differentiate intervention effectiveness between CCC and ET procedures. Results showed that ET caused greater increases in addition and subtraction fact fluency than a control condition. CCC did not result in higher learning rates than a control condition. The interaction between intervention type and initial fluency levels suggested mixed results. For both grades, students with fluency scores in the instructional range (11-20 DCPM), ET intervention resulted in higher DCPM scores than both CCC and the control; however, for students in the frustration range (≤10 DCPM), it was found that CCC did not outperform ET and the control conditions. The discussion focuses on using skill-by-treatment interactions to inform intervention selection, future directions for research, and addresses study limitations.