Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems

By Brian C. Poncy, Christopher H. Skinner, Kathryn E. Jaspers. 2007

139 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/a7701c77d599e4462b57d162ea73dd1244ae669f

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Citations in the corpus

An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes (2015, background): “In the Poncy et al. (2007) study, four addition problems were targeted with a student diagnosed with a moderate intellectual disability.”
Impact of Cover, Copy, and Compare on fluency outcomes for students with disabilities and math deficits: A review of the literature (2017, methodology): “Stone et al. (2002) included 27–36 problems on each assessment, Poncy et al. (2007) included 24 problems, and Skinner, Belfiore, et al. (1997) and Skinner et al. (1991) included 12 problems.”
Evaluation of Techniques to Promote Generalization with Basic Math Fact Skills (2010, background): “Ready. Begin’’. After 1 min had elapsed, the students were told to stop ( Poncy et al. 2007 ).”
Using Detect, Practice, and Repair (DPR) to Differentiate and Individualize Math Fact Instruction in a Class-Wide Setting (2013, methodology): “A multiple baseline design was used across three exclusive probe sets to evaluate the effect of the class-wide implementation of DPR on basic fact fluency rates (Poncy et al. 2007).”
Adding Immediate Feedback to Explicit Timing: An Option for Enhancing Treatment Intensity to Improve Mathematics Fluency (2015, background): “Examples of antecedent components include modeling (Poncy et al. 2007), cuing (House and Duhon, in press), and goal setting (Codding et al.”
Extending Research on a Math Fluency Building Intervention: Applying Taped Problems in a Second-Grade Classroom (2009, background): “, 2006) and multiplication fluency in a general education student with math-skill deficits (Poncy et al., 2007).”
Theoretical and Applied Implications of Precisely Measuring Learning Rates (2008, background): “This instability in learning rates could be controlled by holding time constant under each condition and letting the trials vary (see Carroll, Skinner, Turner, McCallum, & Masters, 2006; Poncy, Skinner, & Jaspers, 2007; Skinner et al., 1997).”