| Description |
1 online resource (182 pages) |
| Contents |
Intro; Preface; Acknowledgments; Contents; Contributors; About the Editor; Chapter 1: Why Is an After-School Group-Centered Reading Program One of the Best Ways to Stop Reading Failure? Does Intrinsic Motivation Contribute to Mental Wellness in the Classroom?; Does Reading Failure Cause Academic Failure?; Why Is Reading Failure a Mental Health Problem?; Why Are So Many Children Not Learning to Read in the Classroom?; Why Is Phonemic Awareness So Important?; How Can Prevention Programs Reduce Mental Health Concerns? |
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What Should the Role of After-School Programs be in Correcting Reading Failure?How Does Group-Centered Prevention Differ from an Ordinary Classroom?; Conclusion; References; Chapter 2: Is Oral Reading Important in Correcting Reading Failure?; What Is Oral Reading Fluency?; Why Is Oral Reading Important?; What Are Basic Expressive Reading Skills?; How Can We Teach Beginning Oral Reading Skills?; Conclusion; References; Chapter 3: Is Group-Centered Better than Classroom Instruction for Teaching Reading? The Need for a Group-Centered Approach. Testing Two Group Methods |
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Group-Centered InterventionCamp Sharigan Combines Learning and Counseling; Teaches Phonemic and Phonological Awareness; Implements Individual Rotation Between Workstations; Stresses Intrinsic Motivation; Emphasizes Hands-On Learning Techniques; Incorporates Reading, Writing, Spelling, and Comprehension in One Program; Hypotheses; Method; Participants; Procedure; Program Design; Instruments; Statistical Analysis; Limitations and Recommendations; Discussion; References |
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Chapter 4: How Do You Build a Group Program Based on the Principles of Intrinsic Motivation? Developing an After-School Program to Meet the Needs of all Students: Eight Years of DevelopmentDeveloping a Better Approach for Teaching Reading; Why Must we Change how we Teach Children to Read?; What Kind of Change Do At-Risk Students Need to Become Successful Readers?; Designing a New Group-Centered After-School Program for At-Risk Students in Reading: Eight Years of Research and Development; 2009-2010; 2010-2011; 2011-2013; Teaching Techniques: The Reading Orienteering Club Method; 2013-2015 |
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2016-20172017-2018; Conclusion; References; Chapter 5: Selecting the Best Evaluation Tool: Which is Better? Why? The 2009-2010 Group Report; The Problem; After-School Programming; The Group Intervention; Hypotheses; A Case Study in Community-Based After-School Programming; The Program; Instruments; Assessment Procedures; Results; Limitations; Discussion; Conclusion; References; Chapter 6: How Many Students Work Best in an After-School Program? Are Small Groups Better than Large After-School Programs? What Ages? The 2010-2011 Group Report; The Problem; A Call for Change |
| Note |
The Reading Orienteering Club |
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Includes index. |
| Summary |
This book examines the eight-year development of the Reading Orienteering Club after-school program, showing how to develop, test, change, and adapt an after-school program to fit the needs of the children who attend. It includes case studies and data reports for each year and presents the theory, application, and program evaluation steps that workers in the field or students learning about program design must follow. Chapters present first-person accounts as well as statistical evaluations of the effectiveness of the reading program with each group of children. In addition, chapters highlight the changes that were made in program design and why each change was implemented, giving practitioners the insights needed to adapt interventions and strategies to their own programs. The book concludes with recommendations from the authors on how to run a successful after-school reading program. Topics featured in this book include: The effect of intrinsic motivation to mental wellness in the classroom. The importance of oral reading in correcting reading failure. Group-center approaches to teaching reading in the classroom. How to select the best evaluation tool. The challenges of mixing inner city and rural students in a reading program. After-School Programming and Intrinsic Motivation is an essential reference for scientist-practitioners, clinicians, researchers, and graduate students in such disciplines as school psychology, childhood education, social work, psychotherapy and counseling, and learning and instruction. |
| Local Note |
eBooks on EBSCOhost All EBSCO eBooks |
| Subject |
Reading.
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After-school programs.
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School-age child care -- Activity programs.
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School-age child care -- Activity programs. |
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After-school programs. |
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Reading. |
| Added Author |
Harpine, Elaine Clanton, 1952-
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| Other Form: |
Print version: Clanton Harpine, Elaine. After-School Programming and Intrinsic Motivation : Teaching at-Risk Students to Read. Cham : Springer, ©2019 9783030228446 |
| ISBN |
9783030228453 (electronic bk.) |
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3030228452 (electronic bk.) |
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9783030228446 |
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