The effect of copy, cover and comparison strategies on improving spelling in elementary school students with writing disability

The purpose of this study was to investigate the effectiveness of copy, cover and comparison strategies on the spelling performance of elementary students with writing disabilities. A pre-test and post-test design with a control group was used. Participants were 41 students with spelling learning disabilities in the 3rd grade elementary school in Rawor city, selected by inclusion criteria and divided into two experimental and control groups. Copy, cover and comparison strategies were performed for 10 sessions, for 4 weeks, 3 times per week and 1.5 hours for each session. After the end of the intervention and a month later, a spell test was carried out. Data were analyzed using repeated measure multivariate analysis of variance analysis. The findings showed that in the visual memory dimension, auditory sensitivity, visual differentiation and reminder of the error scores of the experimental group significantly decreased in the control group. In addition, the findings showed that the experimental group had a higher performance in the spell-checking test compared to the control group. Considering the importance of students with learning disabilities, especially in elementary school and their spelling problems, and considering the results of this study and the effects of copying strategies, coverage and comparisons on spelling disability students, a set of exercises and tests of this strategy can be used to solve spelling problems and improve the academic achievement of students with spelling learning disabilities.