Abstract
The study’s results suggest that the Reading Orienteering Club offers potential as an after-school community-based reading program. The Reading Orienteering Club uses group-centered prevention teaching techniques and employs intrinsic motivation and vowel clustering to address the needs of children presently failing in reading. Analysis of the data showed consistent improvement in spelling, reading, comprehension, and sight words for all students. Scores for students identified with special needs did not reflect as much improvement as the scores from other students, but this is to be expected. Every student is an individual and learns at their own pace. Students with special needs will obviously learn at a slower pace. We are encouraged by the improvement shown by the special needs students. Future research should examine teaching methods. The way that children are grouped together often determines their success or failure when they are learning to read.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Clanton Harpine, E. (2013a). After-school prevention programs for at-risk students: Promoting engagement and academic success. New York: Springer.
Clanton Harpine, E. (2013b). Erasing failure in the classroom, vol. 3: The Reading Orienteering Club, using vowel clustering in an after-school program. North Augusta, SC: Group-Centered Learning.
Clanton Harpine, E. (2015). Group-centered prevention in mental health: Theory, training, and practice. New York: Springer.
Clanton Harpine, E., & Reid, T. (2009). Enhancing academic achievement in a Hispanic immigrant community: The role of reading in academic failure and mental health. School Mental Health, 1, 159–170. https://doi.org/10.1007/s12310-009-9011-z
Clanton Harpine, E. (2008). Group interventions in schools: Promoting mental health for at-risk children and youth. New York: Springer.
Elbaum, B., Vaughn, S., Hughes, M. T., Moody, S. W., & Schumm, J. S. (2000). A meta-analytic review of the effect of instructional grouping format on the reading outcomes of students with disabilities. In R. Gersten, E. Schiller, J. S. Schumm, & S. Vaughn (Eds.), Issues and research in special education (pp. 105–135). Hillsdale, NJ: Erlbaum.
Ford, M. P. (2005). Differentiation through flexible grouping: Successfully reaching all readers. Naperville, IL: Learning Point Associates.
Kazdin, A. E. (2010). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York: Oxford University Press.
Macgowan, M. J., & Wong, S. E. (2014). Single-case designs in group work: Past applications, future directions. Group Dynamics: Theory, Research, and Practice, 18, 138–158. https://doi.org/10.1037/gdn0000003
Morris, D. (2005). The howard street tutoring manual: Teaching at-risk readers in the primary grades (2nd ed.). New York: Guilford Press.
Morris, D. (1999). The howard street tutoring manual: Teaching at-risk readers in the primary grades. New York: Guilford Press.
Morris, D., Tyner, B., & Perney, J. (2000). Early steps: Replicating the effects of a first-grade reading intervention program. Journal of Educational Psychology, 92(4), 681.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH publication no. 00–4754). Washington, DC: National Institute for Literacy.
Perney, J., Morris, D., & Carter, S. (1997). Factorial and predictive validity of first grader’s scores on the early reading screening instrument. Psychological Reports, 81(1), 207–210.
Royse, D., Thyer, B., & Padgett, D. (2016). Program evaluation: An introduction to an evidence-based approach (6th ed.). Boston, MA: Centage Learning.
Schumm, J. S., Vaughn, S., Gordon, J., & Rothlein, L. (1994). General education teachers’ beliefs, skills, and practices in planning for mainstreamed students with learning disabilities. Teacher Education and Special Education, 17, 22–37.
Tracey, S. J. (2013). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. Hoboken, NJ: Wiley-Blackwell.
Acknowledgments
-
1.
Special appreciation to Keri Weed, Ph.D. and Elaine Clanton Harpine, Ph.D., University of South Carolina Aiken, for allowing their students to work on the project.
-
2.
A special thank-you to St. John’s United Methodist Church in Aiken for providing community volunteers and financial sponsorship, and for allowing us to use their classroom space for this project.
-
3.
Portions of this research were presented at the 121st Annual Convention of the American Psychological Association at Orlando, Florida. August 2, 2012.
-
4.
Portions of this research were presented at the 122nd Annual Convention of the American Psychological Association at Honolulu, Hawai’i. July 31, 2013.
-
5.
Shana Ingram has a B.A. in psychology and English from USC Aiken and an M.A. in clinical psychology from Western Carolina University. She has been participating in adolescent research at West Virginia University since completing her master’s degree and has plans to continue conducting research and providing clinical services with rural populations.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Ingram, S. (2019). Which Reading Levels Work Best Together? Can we Include Students with Special Needs? The 2011–2013 Group Report. In: Clanton Harpine, E. (eds) After-School Programming and Intrinsic Motivation. Springer, Cham. https://doi.org/10.1007/978-3-030-22845-3_7
Download citation
DOI: https://doi.org/10.1007/978-3-030-22845-3_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-22844-6
Online ISBN: 978-3-030-22845-3
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)