After-School Programming and Intrinsic Motivation: Teaching At-Risk Students to Read

Chapter 1. Why is an After-School Reading Program One of the Best Ways to Stop Reading Failure?  Does Intrinsic Motivation Contribute to Mental Wellness in the Classroom?.- Chapter 2. Is Oral Reading Important in Correcting Reading Failure?.- Chapter 3. Is Group-Centered Better Than Classroom Instruction for Teaching Reading?  The Need for a Group-Centered Approach.  Testing Two Group Methods.- 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 Development.- Chapter 5. Selecting the Most Reliable Evaluation Tool.- Chapter 6. How Many Students Work Best in an After-School Program?  Are Small Groups Better than Large After School Programs?  What Ages?.- Chapter 7. Which Reading Levels Work Best Together? Can We Include Students with Special Needs?.- Chapter 8. Do Inner City and Rural Students Mix in a Reading Program?  What are the Challenges?.- Chapter 9. Testing the Format? Does Group-Centered Prevention Work? A Very Successful Year.- Chapter 10. Why Does Group-Centered Prevention Work When Other After-School Programs Fail? What is the Role of Intrinsic Motivation? Retesting? Another Success Story.- Chapter 11. Creating a Sustainable Ongoing After-School Program. The Story of New Leadership.- Chapter 12. Where Do We Go from Here?  Comments from the Research Team. How Can You Apply What We Learned to Your Program?.