Springer After-School Programming and Intrinsic Motivation: Teaching At-Risk Students to Read

Product Description 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. From the Back Cover 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. About the Author Elaine Clanton Harpine, Ph.D., is a motivational psychologist specializing in group-centered motivational program design. She has 46 years of experience designing and conducting motivational prevention programs for children and youth. Dr. Clanton Harpine earned her doctorate in Educational Psychology, Counseling from the University of Illinois, Urbana-Champaign. She has published 17 nonfiction books, including Teaching At-Risk Students to Read: the Camp Sharigan Method (2016), Group-Centered Prevention in Mental Health:  Theory, Training, and Practice (2015), After-School Prevention Programs for At-Risk Students:  Promoting Engagement and Academic Success (2013), Prevention Groups (2013), Group-Centered Prevention Programs for At-Risk Students (2011), Group Interventions in Schools:  Promoting Mental Health for At-Ri