Date Approved

4-12-2004

Embargo Period

4-24-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Johnson, Ted

Subject(s)

Teachers' assistants

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this study was to explore the effectiveness of using instructional aides to deliver supplemental instruction in reading and math to at-risk first grade students. The students were identified as at-risk academically and the instructional aides received training in explicit phonics instruction and the use of math games for remediation. Supplemental instruction took place three times a week for thirty minute sessions during the students' first grade year. Student progress was assessed using miscue analysis, a phonics test and District developed math assessments. At the end of five months of supplemental instruction using explicit phonics, leveled readers and math games to reinforce concepts, all students in the study exhibited growth in their reading and math skills.

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