First published 9/29/2026, 1:20:15 PM · Last updated 9/29/2026, 1:20:15 PM

The Effectiveness of the Cover, Copy, Compare (CCC) strategy in Developing Personal Information Writing Skills for Female Students with Intellectual Disabilities in Middle School

A journal article published by Sultan Qaboos University evaluates the CCC teaching strategy for improving personal-information writing skills among female middle-school students with intellectual disabilities. The source provides bibliographic details but no study methods, results, sample size, or location specifics beyond the publisher.

Categories: positive-progress

Generated scores

Scores are based on the cited reporting and use a 1–10 scale. Read the methodology.

Confidence: 4/10How certain the assessment is based on the clarity and evidence in the cited reporting.
Geographic reach: 4/10How widely the event reaches, from a local area (1) to worldwide impact (10).
Global importance: 2/10The event's broader significance, from limited importance (1) to major global importance (10).
Impact magnitude: 3/10The scale or severity of the real-world impact, from minor (1) to extreme (10).
Positivity: 7/10How harmful or beneficial the event is, from strongly harmful (1) to strongly positive (10).
Urgency: 1/10How time-sensitive the event is, from low urgency (1) to immediate attention needed (10).

Why it matters

The study reports on an educational intervention that may inform instruction for students with intellectual disabilities.

Location

Sources

The Effectiveness of the Cover, Copy, Compare (CCC) strategy in Developing Personal Information Writing Skills for Female Students with Intellectual Disabilities in Middle School

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