A comparison of copy, cover, and compare and a traditional spelling intervention for an adolescent with a conduct disorder

The correlation between conduct disorder and cognitive deficits, and the relationship between spelling and school success generate the necessity for focused spelling instruction for individuals with disabilities. This article compares Traditional spelling instruction and a Copy, Cover, and Compare instruction technique for the spelling accuracy of an adolescent diagnosed with a conduct disorder. The results show that, although both spelling methods are effective in increasing spelling accuracy, the Copy, Cover, and Compare approach produces higher levels of accuracy. A significant difference between Traditional spelling instruction and Copy, Cover, Compare was shown. Generalization to novel words was not found. Further research could investigate generalization and maintenance of spelling skills using Copy, Cover, and Compare spelling.