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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Fairchild, Cheryl A."],"institution":null,"degree_name":"M.A. in School Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Johnson, Ted"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-04-12T07:00:00Z","date_published":"2004-04-12T07:00:00Z","updated_at":"2026-07-24T04:14:04Z","subjects":["Teachers' assistants","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1145","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johnson, Ted"]},{"key":"dc:creator","label":"Author","values":["Fairchild, Cheryl A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teachers' assistants","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1145"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Exploring the effectiveness of using instructional aides for supplemental instruction"]}]}],"canonical_facts":{"dc:contributor":["Johnson, Ted"],"dc:creator":["Fairchild, Cheryl A."],"dc:date.available":["2016-04-24T07:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1145"],"dc:subject":["Teachers' assistants","Elementary and Middle and Secondary Education Administration"],"dc:title":["Exploring the effectiveness of using instructional aides for supplemental instruction"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Administration"]},"updated_at":"2026-07-24T04:14:04Z"}