Overview
Examines after-school programs that leverage intrinsic motivation to teach at-risk students to read
Describes the theory, application, and program evaluation steps to establish and implement after-school programs to teach reading skills
Details how to adapt interventions and strategies for individual program and student needs
Explores ways to fine-tune after-school reading programs to ensure maximum student achievement
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Table of contents (12 chapters)
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Front Matter
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Back Matter
Keywords
- After-school programs and intrinsic motivation
- Classroom instruction and reading lessons
- Communities, families, prevention, and reading skills
- Creative art therapy and reading abilities
- Group-centered prevention and at-risk students
- Group-centered reading instruction for at-risk students
- Handwriting, spelling, and learning to read
- Inner city students and reading skills
- Intrinsic motivation and academic achievement
- Oral reading, prosody, and comprehension skills
- Phonemic awareness and vowel clustering
- Reading comprehension and after-school programs
- Reading evaluation tools and at-risk students
- Reading failure and after-school programs
- Reading fluency and intrinsic motivation
- Reading levels and special needs students
- Reading tests and evaluation
- Rural students and reading skills
- Small groups, reading skills, and at-risk students
- Special needs students and reading skills
About this book
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.
Editors and Affiliations
About the editor
Her research for the past 17 years has focused on using group-centered interventions with at-risk readers. Dr. Clanton Harpine designed the motivational reading program called, Camp Sharigan, which she has used extensively in her work and research. She also designed the Reading Orienteering Club after-school prevention program and 4-Step Method for teaching at-risk children to read. Her research with these programs has been published in psychological journals and reported through presentations at the American Psychological Association's annual conventions. In recent years, Dr. Clanton Harpine has been teaching Group Therapy and Counseling, Lifespan Development, and Human Growth and Development at the University of South Carolina, Aiken and is continuing her research with group-centered prevention. She is the past editor for the “Prevention Corner” column, which appears quarterly in The Group Psychologist. She was selected for inclusion in Who’s Who of American Women, 2006-2017 for her work with children in inner-city neighborhoods and at-risk communities.
Bibliographic Information
Book Title: After-School Programming and Intrinsic Motivation
Book Subtitle: Teaching At-Risk Students to Read
Editors: Elaine Clanton Harpine
DOI: https://doi.org/10.1007/978-3-030-22845-3
Publisher: Springer Cham
eBook Packages: Behavioral Science and Psychology, Behavioral Science and Psychology (R0)
Copyright Information: Springer Nature Switzerland AG 2019
Hardcover ISBN: 978-3-030-22844-6Published: 24 August 2019
Softcover ISBN: 978-3-030-22847-7Published: 25 August 2020
eBook ISBN: 978-3-030-22845-3Published: 10 August 2019
Edition Number: 1
Number of Pages: XVIII, 172
Number of Illustrations: 7 b/w illustrations, 3 illustrations in colour
Topics: Child and School Psychology, Educational Psychology, Social Work
Industry Sectors: Biotechnology, Health & Hospitals