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After-School Programming and Intrinsic Motivation pp 1–20Cite as

Why Is an After-School Group-Centered Reading Program One of the Best Ways to Stop Reading Failure? Does Intrinsic Motivation Contribute to Mental Wellness in the Classroom?

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Abstract

Reading failure is a major problem in the United States. Neuroimaging research establishes that teaching methods can help determine whether a student learns to read or not. Unfortunately, schools are not making the necessary changes to help students learn to read. Community-based after-school programs can be one solution for reducing reading failure, improving academic achievement, and enhancing student mental health. A group-centered after-school program that combines learning and counseling can reduce reading failure and help students learn to read. A group-centered format’s purpose is to bring about therapeutic change. The educational component is to teach students how to read. The counseling component is to strengthen the students’ overall mental well-being and functioning. This chapter, which describes the theory behind group-centered prevention techniques, shows how learning and counseling can combine to meet the needs of at-risk students and outlines group-centered prevention’s central feature—intrinsic motivation. Research shows that group-centered interventions help struggling readers better than one-on-one tutoring.

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  1. University of South Carolina Aiken, Aiken, SC, USA

    Elaine Clanton Harpine

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    Elaine Clanton Harpine

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Clanton Harpine, E. (2019). Why Is an After-School Group-Centered Reading Program One of the Best Ways to Stop Reading Failure? Does Intrinsic Motivation Contribute to Mental Wellness in the Classroom?. In: Clanton Harpine, E. (eds) After-School Programming and Intrinsic Motivation. Springer, Cham. https://doi.org/10.1007/978-3-030-22845-3_1

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