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ERIC Number: ED514158
Record Type: Non-Journal
Publication Date: 2010
Pages: 155
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-0551-5
A Quasi-Experimental Study of the Use of "Dr. Cupp's Readers" in Comparison to Traditional Instruction of At-Risk Second Grade Students' Test Scores
Mitchell, Vivian
ProQuest LLC, Ed.D. Dissertation, Walden University
The purpose of this quasi-experimental study was to determine the effects of implementing the instructional program "Dr. Cupp's Readers," a multiple intelligences learning approach, in conjunction with a textbook that follows a more traditional approach to reading instruction. Twenty students who were identified as being at-risk and struggling with reading skills participated in this study. Ten of the identified students were taught with both "Dr. Cupp's Readers" and a traditional textbook, while the other ten students were taught with only the traditional textbook. Comparisons in reading skills for both groups were measured by the Renaissance Learning STAR post test and the Georgia Performance Standards Check (GPSC) post test using an independent sample "t" test. Results showed no significant difference between the groups on either test. This study supports school leaders need to study research-based strategies that can meet at-risk students' needs. Determining and implementing the most effective teaching method of instruction for struggling readers is vital to improving reading skills which in turn leads to a more positive self-esteem, more productive peer interaction, and an improvement in family relationships. Results of this study provide educators with additional information on the impact of using "Dr. Cupp's Readers" in conjunction with the traditional textbook on the students' GPSC and Renaissance Learning STAR Reading test scores. This study has the potential for affecting social change by giving educators effective instructional strategies to help students who possess weak reading skills, thereby contributing to positive self-esteem as the at-risks' second graders reach their academic ability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Elementary Secondary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia