Create
a bulleted outline of a proposed article to present your dissertation research.
Note: If you still have sections that you’re finishing up, just envision what that section might look like and include it in your bullets.
Use
a journal you discussed this week in Discussion 1 – Showcasing Your Research as guidance for formatting the article headings in your outline.
Reference
the table below comparing the scope of a dissertation with that of an article, as well as this week’s assigned readings, for guidance.
Dissertation Article The abstract is approximately The abstract is approximately 350-400 words. 150-200 words. The introduction demonstrates to the reader that you are familiar with the literature and current state The target audience is already familiar with the research and context for your work. The of your chosen field introduction focuses on setting the stage for your research in particular. Vou must present all your findings | You should only present the data in the Results section you need to specifically address your research question or hypothesis as presented in the article. Its not unusual that presentation of your results in their entirety can be done over several different articles. The discussion of all potential findings and implications is broad and deep. The discussion concentrates solely on the results germane to the article's focus. BEST PRACTICES TO IMPROVE SUMMER READING GROWTH: A QUALITATIVE E-DELPHI STUDY by Gretchen Flores- Carter Copyright 2023 A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Educational Leadership University of Phoenix The Dissertation Committee for Gretchen Flores-Carter certifies approval of the following dissertation: BEST PRACTICES TO IMPROVE SUMMER READING GROWTH: A QUALITATIVE E-DELPHI STUDY Committee: Tiffani Bateman, EdD, Chair Shawishi Haynes, EdD, University Research Methodologist James Smith, EdD, Panel Validator _________________________ Tiffani Bateman _________________________ Shawishi Haynes _________________________ James Smith _________________________ Hinrich Eylers, PhD Vice Provost, College of Doctoral Studies University of Phoenix Date Approved: ____________ ABSTRACT Start text here; do not indent. Abstracts must be between 150 and 250 words and must be presented as a single paragraph. The abstract should not include any citations. Describe the problem and purpose being addressed and indicate why and to whom the findings are important. Summarize the research question(s). Briefly describe the research method, design, population, sample size, and data analysis procedures. Identify the results and any key conclusions or recommendations that capture the heart of the research. Conclude with a statement of implications for practitioners and leaders in the study field. DEDICATION [To be indented and completed upon full dissertation completion] ACKNOWLEDGMENTS [To be indented and completed upon full dissertation completion] TABLE OF CONTENTS (Note: Include all level headings, up to and including Level IV (Independent Variables). Delete this statement at Dissertation.) ContentsPage List of Tablesx List of Figuresx Preface (optional)x Chapter 1: Introductionx Background of the Problemx Problem Statementx Purpose of the Studyx Population and Samplex Significance of the Studyx Nature of the Studyx Research Questionx Conceptual Frameworkx Definition of Termsx Assumptions, Limitations, and Delimitationsx Chapter Summaryx Chapter 2: Literature Review x Title Searches and Documentationx Historical Contentx Current Contentx Conceptual Framework Literaturex Methodology Literaturex Research Design Literaturex Conclusionsx Chapter Summaryx Chapter 3: Research Methodologyx Research Method and Design Appropriatenessx Research Questions Population and Samplex Informed Consent and Confidentialityx Instrumentationx Field Testx Credibility and Transferabilityx Data Collectionx Data Analysisx Chapter Summaryx Chapter 4: Analysis and Resultsx Research Questionsx Data Collectionx Demographicsx Pilot Studyx Data Analysisx Resultsx Chapter Summaryx Chapter 5: Conclusions and Recommendationsx Research Questionx Discussion of Findingsx Limitationsx Recommendations to Leaders and Practitionersx Recommendations for Future Researchx Chapter Summaryx Referencesx Appendix A: Titlex Appendix B: Titlex Appendix C: Titlex LIST OF TABLES Table 1: Title x Table 2: Titlex [Only include a list of tables if there are two or more tables. Use title case, defined as capitalizing key words, for table titles.] LIST OF FIGURES Figure 1: Titlex Figure 2: Title x [Only include a List of Figures if there are two or more figures. Use title case, defined as capitalizing key words, for figure titles.] UNIVERSITY OF PHOENIX January 2010 xi Chapter 1 Summer reading growth is essential for students to sustain skills and knowledge acquired during the previous academic season. While students experience a loss in mathematics, economically disadvantaged students experience a greater loss in reading (Morgan et al., 2019). According to Laurie et al. (2019), students lose approximately one month of academic skills during the summer, creating a significant gap in academic achievement. Academic achievement gaps are widened by summer reading loss (Witteven, 2018). The 2020 Mississippi Alternate Assessment Program (MAAP) report showed that 32% of fourth and 21% of eighth graders scored below Basic, demonstrating partial proficiency in reading skills (MAAP, 2020). In 2020, the MAAP report stated that the NAEP reading average score for students who were eligible for the National School Lunch Program (NSLP) in fourth grade was 209 as compared with students who were not eligible for NSLP, who averaged 237 on the reading scores. In eighth grade, students eligible for NSLP achieved a MAAP reading average of 253, compared to students not eligible for NSLP, who achieved a MAAP reading average of 277 (MAAP, 2020). The study indicates that students who are economically disadvantaged lose an average of two months of grade-level reading skills over a summer break, compared with economically advantaged students who lose one month. Studies conducted by Capotosto (2019) indicate that lower socioeconomic families lose more reading skills over the summer. De Groot (2021) argues that reading ability determines future academic success, whereas lacking early literacy skills frequently contributes to school failure among the most vulnerable students (Witteven, 2018). Chapter One presents the following: the background of the problem, the problem statement, the study purpose statement and research question, the rationale and significance of the study, followed by the assumptions, limitations, and delimitations of the study, and the operational definitions related to the study. The author provides the background and implications of academic summer school reading programs for elementary school students. The subject of summer reading programs and the impact on tutorial performance in reading is mentioned as relevant to the planned study. The chapter concludes with a summary. Background of the Problem Children from low socioeconomic backgrounds experience significant gaps in reading during the summer months compared to their peers (Chin et al., 2020). Campbell et al. (2019) further state that the gaps will only worsen over time. The summer reading setback accounts for about 80% of the reading achievement difference, contributing to the summer reading loss disparity (Kim et al., 2019). According to Campbell et al. (2019), economically disadvantaged students are more likely to experience summer reading loss. Low socioeconomic students' reading achievement decreases during the summer vacation, whereas children from more economically affluent families' reading achievement remain stable (Kim et al., 2019). Extended vacations from formal education take students away from the classroom's regular learning blueprint and into a period when they are less likely to participate in official literacy programs (Chin et al., 2020). Parents reading with their children, plus the availability and use of educational resources, are all part of a healthy home literacy environment. Different degrees of parental participation in a home learning environment and a child's lack of participation in texts during a prolonged vacation might help evaluate probable variables leading to summer reading setbacks (Chin et al., 2020). Despite significant reading gains established in kindergarten and first grade, reading declines in early elementary grades indicate that summer recess is particularly problematic for students who do not have the opportunity to engage in reading during summer recess (Morgan et al., 2019). The implications of summer reading loss are significant (Beach et al., 2018). Throughout the literature, the reading gap that occurs during summer break and the consequences for struggling learners have been reported as continuing concerns (Chin et al., 2020). Studies have indicated that the cumulative effect of summer reading loss has contributed to widening the achievement gap (Morgan et al., 2019). The lasting impact of low reading abilities in early grades is associated with low, middle, and high school achievement. Economically disadvantaged children have thirteen times lower chance of graduating from high school than children who are more affluent and proficient readers (Beach et al., 2018). Children in high-poverty neighborhoods are more likely to experience family poverty and poor reading skills. More than one-third of these students fail to graduate from high school (Campbell et al., 2019). Summer reading loss is well documented and is more persistent among students from low socioeconomic backgrounds who are already at risk of academic failure (de Groot, 2021). Half of the American students with low socioeconomic backgrounds between grades one and six have experienced summer reading loss for five consecutive years, according to Meckler and Natanson (2020). Based on a review of two hundred million student test scores, the study found that the average student loses between 17 and 28 percent of their gains in English language arts the following summer, depending on their grade level. Declines in academic achievement during summer break are more prevalent and consistent for students from low socioeconomic backgrounds than students from middle and higher social classes (Campbell et al., 2019). Over time, the breach amplifies, leading to an achievement gap among disadvantaged students. There has been considerable debate throughout the United States regarding strategies, community initiatives, and year-round education for elementary and middle school students caused by the issue of summer reading loss (Nicholson and Tiru, 2019). For years, the field of reading education has been thinking about practices to help mitigate summer reading loss (Capotosto, 2019). Summer reading loss dramatically impacts the ability to close the achievement gap among advantaged and disadvantaged students. While several studies have been conducted to mitigate summer reading loss, no studies have been conducted regarding the most effective practices for improving summer reading. Problem StatementComment by SHAWISHI HAYNES: Problem statement should state the issue and consequence of the problem. Comment by Gretchen Stampley: Revised: The problem is that a significant reading loss gap exists between low-socioeconomic-status students and wealthier students because no best practices have been identified to increase summer reading growth (McDaniel et al., 2017). In terms of a programmatic approach to mitigating summer reading loss, the literature on this topic is extensive but lacks specificity or detail (Capotosto, 2019). A shift across the summer isnecessary to help students to retain skills and knowledge from one school year to the next. Students from low socioeconomic backgrounds will continue to face this problem until a solution has been derived. Research is needed to identify the best strategies and practices for increasing summer reading growth. Critical data related to this specific study area will be provided as part of this dissertation study.Comment by TIFFANI BATEMAN: Here is what you had at my last review: The problem is that students in rural districts with a low socioeconomic status demonstrate low levels of reading proficiency from year to year, resulting in summer reading loss (McDaniel et al., 2017). Based on my last feedback this is more of what you want to say:The problem summer reading loss amongst students in rural districts with a low socioeconomic status resulting in an achievement gap (McDaniel et al., 2017). Comment by Gretchen Stampley: correct to reflect your proposed problem statement. The problem of summer reading loss amongst students in a rural southwestern Mississippi school district with a low socioeconomic status result in an achievement gap (China et al., 2020). In terms of a programmatic approach to mitigating summer reading loss, the literature on this topic is extensive but lacks specificity or detail (Capotosto, 2019). A shift across the summer is necessary to help students to retain skills and knowledge from one school year to the next. Students from low socioeconomic backgrounds will continue to face this problem until a solution has been derived. Research is needed to identify the best practices for improving summer reading growth. Critical data related to this specific study area will be provided as part of this dissertation study. Summer break results in students losing between one month and three months of learning and about 25 to 30 percent of school-year learning (Laurie et al., 2019). Despite continued efforts to close the achievement gap over the past decades, considerable disparities remain. Approximately three months of achievement gaps between wealthy and poor students are produced by the summer vacations, favoring students from more affluent families (Kim et al., 2019). Higher-income students have the advantage of continued learning through vacation experiences and summer programming (Morgan et al., 2019). The loss of reading skills over the summer has been documented, and it has been shown to be more prevalent among low-socioeconomic-status students who are already at risk for academic failure (Laurie et al., 2019). An academic analyst examined thirteen epidemiological studies involving approximately 40,000 schoolchildren and found that, on average, the reading competency status of pupils from lower-income households declined significantly during the summer. In contrast, the reading competency levels of schoolchildren from middle-income households were enhanced (Capotosto, 2019). Primary school reading slides reveal that despite massive reading improvements in preschool and kindergarten, summer activity between first and second grade is incredibly stressful for children, especially for children who do not have the means to be involved in reading across summer break (Nicholson and Tiru, 2019). The long-term consequences of literacy decline must be acknowledged since poor reading ability in early elementary education is associated with lower high school achievement (China et al., 2020). The e-Delphi project is intended to obtain consensus among education professionals on best practices for improving summer reading growth. Purpose of the StudyComment by SHAWISHI HAYNES: Please include the information about the general means by which you plan on carrying out the study per the template.Comment by Gretchen Stampley: The purpose of this qualitative e-Delphi study is to gain consensus from a panel of education professionals concerning best practices to improve summer reading growth in a rural,