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Table of Contents
Intro; Preface; Acknowledgments; Contents; Contributors; About the Editor; Chapter 1: 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?; Does Reading Failure Cause Academic Failure?; Why Is Reading Failure a Mental Health Problem?; Why Are So Many Children Not Learning to Read in the Classroom?; Why Is Phonemic Awareness So Important?; How Can Prevention Programs Reduce Mental Health Concerns?
What Should the Role of After-School Programs be in Correcting Reading Failure?How Does Group-Centered Prevention Differ from an Ordinary Classroom?; Conclusion; References; Chapter 2: Is Oral Reading Important in Correcting Reading Failure?; What Is Oral Reading Fluency?; Why Is Oral Reading Important?; What Are Basic Expressive Reading Skills?; How Can We Teach Beginning Oral Reading Skills?; Conclusion; References; Chapter 3: Is Group-Centered Better than Classroom Instruction for Teaching Reading? The Need for a Group-Centered Approach. Testing Two Group Methods
Group-Centered InterventionCamp Sharigan Combines Learning and Counseling; Teaches Phonemic and Phonological Awareness; Implements Individual Rotation Between Workstations; Stresses Intrinsic Motivation; Emphasizes Hands-On Learning Techniques; Incorporates Reading, Writing, Spelling, and Comprehension in One Program; Hypotheses; Method; Participants; Procedure; Program Design; Instruments; Statistical Analysis; Limitations and Recommendations; Discussion; References
Chapter 4: How Do You Build a Group Program Based on the Principles of Intrinsic Motivation? Developing an After-School Program to Meet the Needs of all Students: Eight Years of DevelopmentDeveloping a Better Approach for Teaching Reading; Why Must we Change how we Teach Children to Read?; What Kind of Change Do At-Risk Students Need to Become Successful Readers?; Designing a New Group-Centered After-School Program for At-Risk Students in Reading: Eight Years of Research and Development; 2009-2010; 2010-2011; 2011-2013; Teaching Techniques: The Reading Orienteering Club Method; 2013-2015
2016-20172017-2018; Conclusion; References; Chapter 5: Selecting the Best Evaluation Tool: Which is Better? Why? The 2009-2010 Group Report; The Problem; After-School Programming; The Group Intervention; Hypotheses; A Case Study in Community-Based After-School Programming; The Program; Instruments; Assessment Procedures; Results; Limitations; Discussion; Conclusion; References; Chapter 6: How Many Students Work Best in an After-School Program? Are Small Groups Better than Large After-School Programs? What Ages? The 2010-2011 Group Report; The Problem; A Call for Change; The Reading Orienteering Club
What Should the Role of After-School Programs be in Correcting Reading Failure?How Does Group-Centered Prevention Differ from an Ordinary Classroom?; Conclusion; References; Chapter 2: Is Oral Reading Important in Correcting Reading Failure?; What Is Oral Reading Fluency?; Why Is Oral Reading Important?; What Are Basic Expressive Reading Skills?; How Can We Teach Beginning Oral Reading Skills?; Conclusion; References; Chapter 3: Is Group-Centered Better than Classroom Instruction for Teaching Reading? The Need for a Group-Centered Approach. Testing Two Group Methods
Group-Centered InterventionCamp Sharigan Combines Learning and Counseling; Teaches Phonemic and Phonological Awareness; Implements Individual Rotation Between Workstations; Stresses Intrinsic Motivation; Emphasizes Hands-On Learning Techniques; Incorporates Reading, Writing, Spelling, and Comprehension in One Program; Hypotheses; Method; Participants; Procedure; Program Design; Instruments; Statistical Analysis; Limitations and Recommendations; Discussion; References
Chapter 4: How Do You Build a Group Program Based on the Principles of Intrinsic Motivation? Developing an After-School Program to Meet the Needs of all Students: Eight Years of DevelopmentDeveloping a Better Approach for Teaching Reading; Why Must we Change how we Teach Children to Read?; What Kind of Change Do At-Risk Students Need to Become Successful Readers?; Designing a New Group-Centered After-School Program for At-Risk Students in Reading: Eight Years of Research and Development; 2009-2010; 2010-2011; 2011-2013; Teaching Techniques: The Reading Orienteering Club Method; 2013-2015
2016-20172017-2018; Conclusion; References; Chapter 5: Selecting the Best Evaluation Tool: Which is Better? Why? The 2009-2010 Group Report; The Problem; After-School Programming; The Group Intervention; Hypotheses; A Case Study in Community-Based After-School Programming; The Program; Instruments; Assessment Procedures; Results; Limitations; Discussion; Conclusion; References; Chapter 6: How Many Students Work Best in an After-School Program? Are Small Groups Better than Large After-School Programs? What Ages? The 2010-2011 Group Report; The Problem; A Call for Change; The Reading Orienteering Club