Comparing the effectiveness of cover - copy - compare method and simultaneous prompting procedure on teaching students with special learning disability to write the numbers in words in English

The purpose of this study is to compare the effectiveness of simultaneous prompting procedure and CCC (Cover-Copy-Compare) method on teaching inclusive students with special learning disability diagnosis at primary school level to write the numbers in words, in English. The study was conducted on four inclusive students with special learning disability diagnosis on writing numbers in English, studying; (1) whether or not the simultaneous prompting procedure is effective, (2) whether or not the CCC method is effective, (3) which of the teaching methods: simultaneous prompting procedure and the CCC method is more effective, (4) permanence of education implemented with simultaneous prompting procedure and the CCC method on weeks 1, 3 and 5 once the teaching is completed, (5) with the purpose of generalization, whether or not the education via simultaneous prompting procedure and the CCC method differentiates with different settings on different people are aimed to be analyzed. Four students, two boys and two girls with special learning disability diagnosis from Izmir took part in this study. All sessions were held in one on one educational setting. Alternating treatment model among single subject research design was used for this study. Dependent variable of this study is the level of the participant students writing the determined words correctly in English. The independent variable on the other hand is implementing the CCC method and simultaneous prompting procedure to participating students with special learning disability diagnosis on teaching to write determined English words. According to the findings obtained from this study on teaching to write numbers in English words; the results showed that: (1) simultaneous prompting procedure was effective for all four students with special learning disability diagnosis, (2) CCC method was effective for all four students with special learning disability diagnosis, (3) among these two methods, all four students with special learning disability diagnosis had quicker results in achieving the targeted behavior with the implementation of the CCC method, (4) on maintenance sessions that were held on weeks 1, 3 and 5 following the completion of the teaching, permanence of education proceeded for all four students and also (5) the education found to be generalizable for all four students in different settings and with different people. Keywords: special learning disability, foreign language teaching, writing numbers in words in English, simultaneous prompting procedure, CCC (Cover-Copy-Compare) teaching method