SAMPLE DISSERTATION TITLE: AQUALITATIVE E-DELPHI STUDY A Consensus Review of Strategies and Techniques Using Best Practices to Increase Summer Reading Growth by Gretchen Carter Copyright 2021 A...

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Answer To: SAMPLE DISSERTATION TITLE: AQUALITATIVE E-DELPHI STUDY A Consensus Review of Strategies and...

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SAMPLE DISSERTATION TITLE:
A QUALITATIVE E-DELPHI STUDY
A Consensus Review of Strategies and Techniques Using Best Practices to Increase Summer Reading Growth
by
Gretchen Carter
Copyright 2021
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Educational Leadership
University of Phoenix
Introduction
Summer reading growth is essential for students to sustain skills and knowledge acquired during the previous academic season. Students experience a loss in mathematics, but economically disadvantaged students face a more considerable loss in reading (Bowers & Schwarz, 2017). The academic achievement gap is a significant problem in the United States. Summer learning loss adds to such an academic achievement gap (Seawright, 2017). Summer learning loss is occurring at a traditional middle school in the sout
hwestern United States (Beach et al., 2018). Comprehension is a significant part of the learning curve. According to research, children who engage in summer reading initiatives enhance their reading comprehension and, as a consequence, perform better in academic subjects than those who do not engage in such an initiative (Bowers & Schwarz, 2017). The district has provided boundless resources for literacy development throughout the summer. However, the case under study still experiences summer learning loss among its students, even with the emphasis placed on literacy.
Background of the Problem
Educators have noticed that children from low-socioeconomic backgrounds experience significant gaps in learning during the summer months compared to their peers. Furthermore, the gaps will only continue to widen over time (Campbell et al., 2019). The summer reading setback accounts for about 80% of the reading achievement difference, contributing to this disparity (Campbell et al., 2019). Children accelerate at the same rate of learning during the school year. As a group, the reading achievement of low-socioeconomic students typically declines during the summer vacation period, while the reading achievement of children from more economically advantaged families holds steady or increases modestly. 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 reading resources, are all part of a strong home literacy environment. Different degrees of parental participation in a home learning environment that happens and a child's lack of participation with texts during a prolonged vacation might be useful in evaluating probable variables leading to summer reading setbacks (Chin et al., 2020). Reading declines in early elementary grades show that, despite significant reading gains established in kindergarten and first grade, the summer session between first and second grade is particularly problematic for students who do not have opportunities to engage with reading during summer recess (Seawright, 2017). The lasting impact of low reading abilities in early grades is associated with low middle and high school achievement. Consequently, the lasting implications of reading loss must be addressed (Beach et al., 2018). Comprehensive information for parents through a user-friendly guide is the most appropriate method to address this issue.
Summer reading loss is well documented and is more persistent among students from low-socioeconomic backgrounds who are already at risk for academic failure (de Groot, 2021). Declines in academic achievement during summer break are more prevalent and consistent for students from low socioeconomic backgrounds compared to students from middle and higher socioeconomic classes (Campbell et al., 2019). Over time, the breach amplifies and leads to an achievement gap among students from low socioeconomic backgrounds. This issue has caused policymakers, school districts, and other stakeholders throughout the United States to debate formal year-round education for elementary and middle school students (Seawright, 2017).
Summer break for students in a typical school calendar averages 12 weeks (about 3 months); this equates to a significant length of time when the educational process is interrupted. During this time away from the structure and reinforcements of the regular school day, home and family variables have been shown to influence reading growth or regression in young students (Campbell et al., 2019). In a 12-week layoff, early learners who lack access to print with little opportunity to read the text at their independent levels will often experience regression in fluency and comprehension skills (Hillier, 2021). This regression is often seen in students from disadvantaged homes (McDaniel et al., 2017).
Many parents from higher socioeconomic backgrounds provide reading enrichment and continuous learning for their children during the summer (Beach et al., 2018). Students who do not continuously learn throughout the summer could lose up to three months of reading progress, setting them further behind for the new academic school year (Campbell et al., 2019). Summer vacation inequalities in educational opportunities and outcomes lead to uneven learning gains (Seawright, 2017). Limited book access, difficulties self-selecting books, the school calendar, socioeconomic status, and the amount of information retained over the summer are all reasons for student reading digressions during the summer (Capotosto, 2019). Further investigation is needed to explore strategies to keep students engaged in reading growth throughout the summer to prevent reading growth loss in a rural, low-socioeconomic status school district in southwest Mississippi.
Problem Statement
Summer reading loss has been well documented, and it is more tenacious among pupils from poor socioeconomic conditions who are already at risk of academic failure. An academic examined 13 epidemiological findings involving approximately 40,000 schoolchildren and discovered that, on average, the reading competency status of the pupils from lower-income households declined significantly during the summer season, whereas the reading competency levels of schoolchildren from middle-income households were enhanced (Capotosto, 2019). The availability of reading materials has long been recognized as a factor in differential reading development, and students from low-income families frequently lack access to a home library. An evaluation of primary school reading drops reveals that, despite massive reading improvements defined in preschool and kindergarten, the summer activity between second and first grade is especially stressful for children who do not have ways to be involved in reading throughout their summer break (Nicholson & Tiru, 2019). Because poor reading attributes in early elementary are related to lower high school attainment, the long-term consequences of reading decline must be acknowledged (McDaniel et al., 2017). 
Purpose of the Study
The purpose of this qualitative e-Delphi study is to gain consensus from a panel of education professionals on practical strategies and techniques to increase summer reading growth throughout the summer months in a rural, low-socioeconomic-status school district in southwest Mississippi. Socioeconomic status has a significant impact on summer learning loss, particularly in reading (Beach et al., 2018). The school district is a small, high-poverty school district in southwest Mississippi. Understanding the research dedicated to summer reading loss is imperative when identifying ways to close the achievement gap (Volley, 2020). Investigating the predictors of success in reading can improve students' academic achievement (Seawright, 2017). 
Population and Sample
meet the expertise requirements, which include effective communication skills, education and experience on the issues, capacity and compliance to participate, and enough time to complete the e-Delphi study (Volly, 2020).The sample population will consist of district-level administrators, literacy coaches, instructional coaches, interventionists, and the curriculum director.
The sample for this study will be selected based on the following criterion: years in public school education with at least a minimum of ten years of experience as either a state or national board-certified teacher in reading, English, language arts, or English as a Second Language. Sample adequacy in qualitative inquiry pertains to the suitability of the sample configuration and...
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