Advertisement

Creating a Sustainable Ongoing After-School Program. The Story of New Leadership

  • Collytte Cederstrom
  • Adam Pazda
Chapter

Abstract

This was the ninth year of the Reading Orienteering Club program, and the first year of being a student-run program. The new student director had worked as a paid staff intern for 3 years before assuming leadership. A student research project showed that students’ reading levels improved during the program, but was unable to show that the children enjoyed reading more than they enjoyed various fun activities.

Keywords

Reading Orienteering Club Group-centered prevention Reading failure Enjoyment in reading Intrinsic motivation Magellan student project 

Notes

Acknowledgements

  1. 1.

    Research for this chapter was supported by the University of South Carolina Aiken’s Magellan Program.

     
  2. 2.

    Tests of the validity and reliability of the Howard Street assessment procedures report a predictive validity of .70 and an internal reliability of .85 (Morris et al., 2000; Perney et al., 1997).

     
  3. 3.

    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.

     
  4. 4.

    Collytte Cederstrom received her B.A. in psychology from the University of South Carolina Aiken.

     
  5. 5.

    Adam Pazda, Ph.D., earned his doctoral degree in social-personality psychology from the University of Rochester. Pazda is currently in the Department of Psychology at the University of South Carolina Aiken.

     

Reference

  1. Clanton Harpine, E. (2013). 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.Google Scholar
  2. Morris, D. (2005). The Howard Street tutoring manual: Teaching at-risk readers in the primary grades. NY: Guilford Press.Google Scholar
  3. Morris, D., Tyner, B., & Perney, J. (2000). Early steps: Replicating the effects of a first-grade reading intervention program. Journal of Educational Psychology, 92, 681–693.  https://doi.org/10.1177/0022219418775110CrossRefGoogle Scholar
  4. Perney, J., Morris, D., & Carter, S. (1997). Factorial and predictive validity of first graders’ scores on the Early Reading Screening Instrument. Psychological Reports, 81, 207–210.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Collytte Cederstrom
    • 1
  • Adam Pazda
    • 1
  1. 1.University of South Carolina AikenAikenUSA

Personalised recommendations