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.

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.