Adapt CCC for foreign-language vocabulary.Because students can often respond more quickly by stating rather than writing their response, oral responding can speed the task and result in a larger number of effective learning trials in the time allocated. The student covers the original word and spells out the word aloud (subvocally) rather than putting it in writing (Skinner, Bamberg, Smith, & Powell, 1993). One modification of Cover-Copy-Compare that may make it even more effective is to have the student respond orally. Variations: Here are two adaptations of the Cover-Copy-Compare technique that teachers may want to consider: The teacher can then apply this standard for mastery to identify and log items mastered in each session, using the appropriate Cover-Copy-Compare Log Sheet. The teacher should formulate an objective standard for judging that the student using Cover-Copy-Compare has 'mastered' a particular spelling or sight word (e.g., when the student is able to copy a word from memory without error on three successive occasions). STEP 3: Log: items mastered by the student. Continue until all words on the sheet have been copied and checked against the correct models. ![]() If the student has written the spelling/sight word INCORRECTLY, the student draws a line through the incorrect response, studies the correct model again, covers the model, copies the model again from memory into the second response blank under the 'Student Response' section of the sheet, and again checks the correctness of the copied item. If the student has written the spelling/sight word CORRECTLY, the student moves to the next item on the list and repeats these procedures.
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