Titlebook: After-School Programming and Intrinsic Motivation; Teaching At-Risk Stu Elaine Clanton Harpine Book 2019 Springer Nature Switzerland AG 201

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Why Is an After-School Group-Centered Reading Program One of the Best Ways to Stop Reading Failure?unseling 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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Is Oral Reading Important in Correcting Reading Failure?,pet plays for an audience of parents, friends, and relatives. Since they enjoyed giving these performances, they developed intrinsic motivation to practice so that they could read aloud in a clear, effective, and expressive manner.

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支形吊燈

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Is Group-Centered Better than Classroom Instruction for Teaching Reading? The Need for a Group-Centcouraging intrinsic (internal) motivation with at-risk students. This chapter looks at 2 week-long after-school interventions rather than a year-long program. Two approaches for preparing students for end-of-the-year testing are examined. All subjects were first through third grade students labeled

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How Do You Build a Group Program Based on the Principles of Intrinsic Motivation? Developing an Aftur university research team collaborated with two community sponsors to develop an effective after-school program for students who were failing in reading. Some of the children had failed for multiple years. The goal was to bring children up to their appropriate age level in reading and to develop s

INCUR

,Selecting the Best Evaluation Tool: Which is Better? Why? The 2009–2010 Group Report, skills, reading is particularly associated with success in school and in life. . and the . (ROC) are two group-centered prevention programs designed to employ group process to enhance children’s motivation to read while developing their reading skills. Results of an 8-month small-group study showed

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How Many Students Work Best in an After-School Program? Are Small Groups Better than Large After-Schese programs address children’s academic, social, and interpersonal needs. Prior research has established a relationship among academic skills, particularly reading, and mental health. Children who learn to read can function more effectively in school and develop a stronger sense of self-efficacy.