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A1 Alrwele, Noura Shabak. AB The purpose of the current study is to compare the accuracy achieved by using the cover, copy, and compare (CCC) method as a class-wide spelling strategy with that achieved using the assign-and-test method. Four eighth–grade classrooms consisting of 122 total students participated in the study. The quasie experimental 2-group pretest/posttest design was used .The following materials was utilized: CCC worksheet, students' training script, procedural integrity checklist, and inter-scorer agreement data collection form. The intervention lasted for 12 sessions that were each 15 minutes in duration. Data were collected through an investigator-prepared spelling test used as a pre- and posttest. Results revealed significant differences between the research groups’ mean scores on the spelling posttest in favor of the CCC group. Discussion focuses on the applicability of CCC as a class-wide strategy to teach spelling to students learning EFL and the positive features of CCC. Limitations, future directions for research, and implications for practice are offered. (Published Abstract) http://search.shamaa.org/abstract_en.gif ID 122992 OP pp. 184-190 T1 Comparing efficacy in English language spelling accuracy cover, copy, and compare versus the assign and test method [Article] UL 1 http://search.shamaa.org/fulltext.gif http://www.iijoe.org/v6/IIJOE_14_07_06_2017.pdf النص الكامل (PDF)