Abstract
- Fluency, a combination of response accuracy and speed, enables students to work efficientlythrough academic tasks. Students with disabilities and math deficits often struggle to learn mathfacts fluently. Although issues with fluency frequently coexist with a disability, problems gainingfluency also stem from a lack of practice and appropriate rehearsal activities routinely included incurricula. Absence of math fact fluency leads to future problems with higher level math curriculaand tasks necessary for successful living and employment. Cover, Copy, and Compare (CCC), a selfmanaged intervention, has demonstrated promise toward increasing math facts fluency. Thepresent literature review examines the implementation of CCC as a fluency intervention forstudents who have disabilities or who demonstrate skill deficits in math facts and its subsequentimpact on such students’ fluency outcomes. Results from the literature review indicate CCCincreased fluency levels for all of the participants. The evidence suggests CCC interventions mayhelp students acquire and practice diverse math content