After School Programming and Intrinsic Motivation Teaching At Risk Students to Read 1st Edition by Elaine Clanton Harpine ISBN 3030228444 978-3030228446

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Product details:

ISBN 10: 3030228444

ISBN 13: 978-3030228446 

Author: Elaine Clanton Harpine

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.

Table of contents:

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?
Chapter 2. Is Oral Reading Important in Correcting Reading Failure?
Chapter 3. Is Group-Centered Better than Classroom Instruction for Teaching Reading? The Need for a Group-Centered Approach. Testing Two Group Methods
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 Development
Chapter 5. Selecting the Best Evaluation Tool: Which is Better? Why? The 2009–2010 Group Report
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
Chapter 7. Which Reading Levels Work Best Together? Can we Include Students with Special Needs? The 2011–2013 Group Report
Chapter 8. Do Inner City and Rural Students Mix in a Reading Program? What Are the Challenges? The 2013–2015 Group Report
Chapter 9. Testing the Format? Does Group-Centered Prevention Work? A Very Successful Year. The 2015–2016 Group Report
Chapter 10. Why Does Group-Centered Prevention Work When Other After-School Programs Fail? What Is the Role of Intrinsic Motivation? Retesting and Another Success Story. The 2016–2017 Group Report
Chapter 11. Creating a Sustainable Ongoing After-School Program. The Story of New Leadership
Chapter 12. Where Do We Go from Here? Comments from the Research Team: How Can You Apply What We Learned to Your Own After-School Reading Program?

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Tags: Elaine Clanton Harpine, After School Programming, and Intrinsic Motivation Teaching, At Risk Students to Read