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After-school programming and intrins...

Harpine, Elaine Clanton.

After-school programming and intrinsic motivationteaching at-risk students to read /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	After-school programming and intrinsic motivationedited by Elaine Clanton Harpine.
其他題名:	teaching at-risk students to read /
其他作者:	Harpine, Elaine Clanton.
出版者:	Cham :Springer International Publishing :2019.
面頁冊數:	xviii, 172 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Reading.
電子資源:	https://doi.org/10.1007/978-3-030-22845-3
ISBN:	9783030228453$q(electronic bk.)

After-school programming and intrinsic motivationteaching at-risk students to read /
After-school programming and intrinsic motivationteaching at-risk students to read /[electronic resource] :edited by Elaine Clanton Harpine. - Cham :Springer International Publishing :2019. - xviii, 172 p. :ill., digital ;24 cm.

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.

ISBN: 9783030228453$q(electronic bk.)

Standard No.: 10.1007/978-3-030-22845-3doiSubjects--Topical Terms:

180645
Reading.

LC Class. No.: LB1050 / .A47 2019

Dewey Class. No.: 372.4

After-school programming and intrinsic motivationteaching at-risk students to read /
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520 $a 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.
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