After-School Programming and Intrinsic Motivation

Teaching At-Risk Students to Read

  • Elaine Clanton Harpine

Table of contents

  1. Front Matter
    Pages i-xviii
  2. William D. Harpine, Christopher D. Bell, Sarah Stevens
    Pages 99-106
  3. Elaine Clanton Harpine, Keri Weed, Sarah Stevens, William D. Harpine, Bridget Coleman, Thomas Reid et al.
    Pages 149-167
  4. Back Matter
    Pages 169-172

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.


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

Editors and affiliations

  • Elaine Clanton Harpine
    • 1
  1. 1.University of South Carolina AikenAikenUSA

Bibliographic information