Efectos del Método Copiar-Tapar-Comparar con y sin corrección de errores sobre la fluidez y precisión en las tablas de multiplicar de un estudiante de cuarto curso con dificultades de aprendizaje

Introduction. The use of copy, cover, and compare has been suggested as an effective classroom intervention procedure. The present case report examined the use of copy cover, and compare with math facts for an elementary student with learning disabilities. Objectives. The purpose of this research was to increase the correct rate and decrease the error rate for see/write digits in multiplication using copy, cover, and compare. A second objective was to require an additional error correction procedure with copy, cover, and compare and evaluate its effects. Method. Our participant was a fourth-grade student with learning disabilities who had difficulty in math. After baseline, a copy, cover, and compare procedure was implemented. Finally, additional error drill was added to copy, cover, and compare procedure. Results. The overall outcomes indicated a significant increase in corrects and a decrease in errors with copy, cover and compare. When copy, cover, and compare was combined with error drill, corrects again improved and errors further declined. Fluency also improved with additional error drill. Discussion. The evidence from the present case report indicates that copy, cover, and compare is an effective procedure. When additional error correction was employed, the efficacy of the procedure improved even further. The benefits, as well as difficulties, for teachers and students using copy, cover, compare with and without and error drill were discussed.