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Skinner, Christopher H.; McLaughlin, T. F.; Logan, Pat

doi:10.1023/a:1022823522040

Cited by 110 publications

(28 citation statements)

References 27 publications

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“…The findings of this research support the evidence that the CCC technique is a more effective technique in teaching spelling. The findings also add to the literature in regard to the efficacy of the CCC as class-wide intervention (see e.g., Alrwele, 2017;McLaughlin et al, 2012;Skinner et al, 1997). different students from different educational regions, and different stages (junior-high, or elementary school).…”

Section: Discussionsupporting

confidence: 61%

“…Another technique of teaching spelling that has been proven effective is copy cover and compare (Alrwele, 2017;McLaughlin, Skarr, Derby, Meade, & Williams, 2012;Skinner, McLaughlin, & Logan, 1997). CCC is a self-managed technique where students can practice new words, receive immediate feedback, and self-correct their errors (McLaughlin et al, 2012).…”

Section: Repeat the Above Steps If Necessarymentioning

confidence: 99%

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Comparing Different Pedagogical Techniques to Teach Spelling at a Saudi High School: A Case Study

Althobaiti¹,

Elyas²

2019

SELT

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<p><em>This study investigates whether teaching spelling to high school students using different techniques, i.e. copy, cover, compare and flip folder, would improve students’ spelling. Additionally, it explores students’ opinions and perceptions towards these techniques. The research conducted in Granada high school in Makkah, Saudi Arabia. Thirty-six male students participated in this study whose levels according to the course book were assumed to be B1 in the Common European Framework of Reference for Languages (CEFR). In this study, a mixed research method was used where data was analyzed quantitatively and qualitatively. The first group was taught using copy cover and compare method (CCC), which emphasizes repeated practice when errors occur in students spelling, whereas the second group was trained using the flip folder technique which is a combination of visual, auditory, and kinesthetic techniques that were believed to enhance memorization. A post-test was utilized immediately after the intervention and the results showed that the CCC group outperformed the Flip Folder group. </em></p>

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Section: Discussionsupporting

confidence: 61%

Section: Repeat the Above Steps If Necessarymentioning

confidence: 99%

Comparing Different Pedagogical Techniques to Teach Spelling at a Saudi High School: A Case Study

Althobaiti¹,

Elyas²

2019

SELT

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“…High spatial resolution spectroscopy with HST shows asymmetric and time-variable infall and outflow across the star's disk (Lobel & Dupree 2001). Radio and Hα observations have also resolved structure within a few stellar radii (Hebden et al 1986;Skinner et al 1997;Lim et al 1998).…”

Section: Background Of Previous Observationsmentioning

confidence: 99%

RED SUPERGIANTS AS POTENTIAL TYPE IIn SUPERNOVA PROGENITORS: SPATIALLY RESOLVED 4.6 μm CO EMISSION AROUND VY CMa AND BETELGEUSE

Smith¹,

Hinkle

Ryde

2009

The Astronomical Journal

181

179

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We present high-resolution 4.6 µm CO spectra of the circumstellar environments of two red supergiants (RSGs) that are potential supernova (SN) progenitors: Betelgeuse and VY Canis Majoris. Around Betelgeuse, 12 CO emission within ±3 ′′ (±12 km s −1 ) follows a mildly clumpy but otherwise spherical shell, smaller than its ∼55 ′′ shell in K i λ7699. In stark contrast, 4.6 µm CO emission around VY CMa is coincident with bright K i in its clumpy asymmetric reflection nebula, within ±5 ′′ (±40 km s −1 ) of the star. Our CO data reveal redshifted features not seen in K i spectra of VY CMa, indicating a more isotropic distribution of gas punctuated by randomly distributed asymmetric clumps. The relative CO and K i distribution in Betelgeuse arises from ionization effects within a steady wind, whereas in VY CMa, K i is emitted from skins of CO cloudlets resulting from episodic mass ejections 500-1000 yr ago. In both cases, CO and K i trace potential pre-SN circumstellar matter: we conclude that an extreme RSG like VY CMa might produce a Type IIn event like SN 1988Z if it were to explode in its current state, but Betelgeuse will not. VY CMa demonstrates that luminous blue variables (LBVs) are not necessarily the only progenitors of SNe IIn, but it underscores the requirement that SNe IIn suffer enhanced episodic mass loss shortly before exploding.

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“…What is Cover, Copy, and Compare? CCC is a study method used to help students improve their skills in spelling (Skinner, McLaughlin, & Logan, 1997), math (Skinner, Bamberg, Smith, & Powell, 1993), geography (Skinner, Belfiore, & Pierce, 1992), sight word recognition (Conley, Derby, Roberts-Gwinn, Weber, & McLaughlin, 2004), science (Smith, Dittmer, & Skinner, 2002) and foreign language acquisition (Carter, Wong, & Mayton, 2013). CCC requires three steps.…”

Section: Literature Review Spelling Instruction In Efl Contextsmentioning

confidence: 99%

An Investigation of the Cover, Copy, and Compare Method for EFL Spelling

Graham¹

2015

LEiA

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This research study examines the effects of the cover, copy, and compare (CCC) spelling study method on Taiwanese junior high students enrolled in an upperbeginner level English as a Foreign Language course. Data were collected on the change in scores between four tests. Test results show a slight difference between a control group and experimental group in gains of correctly spelled words between the pretest and the posttest. However in two delayed posttests, the experimental group retained their gains slightly better than the control group. The results suggest that CCC may help English learners retain studied spelling words, but further research is required to confirm its effectiveness. The Importance of Spelling Spelling is an important skill for English Language Learners (ELLs). Strong skills in spelling have been said to make both reading and writing easier, allowing the student to focus on ideas rather than on letters in a word (Joshi, Treiman, Carreker, & Moats, 2008-2009). Spelling, whether good or bad, can often influence perceptions of other people toward the speller since spelling is seen as a "serious social error, making a person, at least, illiterate if not outright ignorant" (Cronnell, 1979, p. 202). Poorly spelled words can lead to frustration and embarrassment for English language learners (Joshi et al., 2008). With the availability of technologies such as spell check, one may easily dismiss the idea that strong spelling skills are needed. However, Jones (2009) reminds us that the technology is not a complete solution, with the user still having to pick the correct word from a list of suggestions.

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Cited by 110 publications

References 27 publications

Comparing Different Pedagogical Techniques to Teach Spelling at a Saudi High School: A Case Study

Comparing Different Pedagogical Techniques to Teach Spelling at a Saudi High School: A Case Study

RED SUPERGIANTS AS POTENTIAL TYPE IIn SUPERNOVA PROGENITORS: SPATIALLY RESOLVED 4.6 μm CO EMISSION AROUND VY CMa AND BETELGEUSE

An Investigation of the Cover, Copy, and Compare Method for EFL Spelling

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