Cover-copy-compare is a self-management intervention strategy developed to improve students' academic performance, particularly in spelling. In academic intervention research, it is often assumed that students are completing the intervention as intended, yet this is seldom examined during intervention implementation or subsequent data analysis. The primary aim of this study was to retrospectively examine students' cover-copy-compare permanent products to assess their ability to adhere to the intervention and to examine whether intervention adherence influences intervention effectiveness. A secondary data analysis of 86 third-grade students participating in two randomized controlled trials examining the efficacy of cover-copy-compare on writing productivity was conducted. Results indicated that students' adherence to the cover-copy-compare intervention was high, and students' preintervention spelling performance and intervention adherence emerged as statistically significant predictors of students' postintervention spelling performance. Limitations of the study and implications for assessing students' intervention adherence are discussed.

中文翻译：

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检查学生在封面复制比较干预中的遵守情况

封面-复制-比较是一种自我管理干预策略，旨在提高学生的学习成绩，特别是拼写方面的成绩。在学术干预研究中，通常假设学生正在按预期完成干预，但在干预实施或随后的数据分析过程中很少检查这一点。本研究的主要目的是回顾性检查学生的封面复制比较永久性产品，以评估他们坚持干预的能力，并检查干预依从性是否影响干预效果。对参加两项随机对照试验的 86 名三年级学生进行了二次数据分析，研究了封面复制比较对写作效率的影响。结果表明，学生对覆盖-复制-比较干预的依从性很高，并且学生干预前的拼写表现和干预依从性是学生干预后拼写表现的统计显着预测因素。讨论了该研究的局限性以及对评估学生干预依从性的影响。