Hi I need the errors mentioned corrected throughout the paper. It's no certain amount of words. And I need the citations updated throughout the paper as well as on the reference page.
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 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Educational Leadership University of Phoenix Introduction Many students lose academic ground during the summer. Students experience a loss in mathematics, but economically disadvantaged students face a more considerable loss in reading. The academic achievement gap is a significant problem in the United States. Summer learning loss adds to this gap (Alexander et al., 2007b; Heyns, 1978). Summer learning loss is occurring at a traditional middle school in the southwestern United States. The school serves 160 students in Grades 5-6. The district has provided boundless resourcesfor literacy development throughout the summer. However, the case under studystill experiences summer learning loss among its students, even with the emphasis placed on literacy . Background of the Problem Alexander et al. (2007), Educators have noticed that children from low-socioeconomic backgrounds experienced significant gaps in learning during the summer months compared to their peers. Furthermore, the gaps only continue to widen over time. The summer reading setback accounts for about 80% of the reading achievement difference, contributing to this disparity.It is well documented that children accelerate at the same rate of learning during the school year (Allington, 2003). the reading achievement of low-socioeconomic students, as a group, typically declines during the summer vacation period, while the reading achievement of children from more economically advantaged families holds steady or increases modestly (Allington & McGill-Franzen, 2003, p. 19 ). 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. Parents reading with their children plus the availability and use of reading resourcesare all part of a strong home literacy environment (Hillier, 2021). 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 reading declines in early elementary grades show, 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 (Rasinski, 2007). 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 (Rasinski, 2007). Conducting a comprehensive literature study, synthesizing the findings, and disseminating the information to parents through a user-friendly guide are the most appropriate methods 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 (Allington, 2003 ). Alexander et al., (2014) showed that 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. Over time, the breach amplifies and leads to an achievement gap among students from low socioeconomic backgrounds. This topic has caused policy makers, school districts, and other stakeholders throughout the United States to debate formal year-round education for elementary and middle school students (Pedersen, 2015; Shields & Oberg, 2000 ) Problem Statement 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 shown to influence reading growth or regression in young students (Kirkland, 2008). In a 12-week layoff, early learners who lack access to print with little opportunity to read text at independent levels will often experience regression in fluency and comprehension skills (Kirkland, 2008). This regression is often seen in students from disadvantaged homes (Allington, 2003). Many parents from higher socioeconomic backgrounds provide reading enrichment and continuous learning for their children during the summer (Tiruchittampalam et al.,2018). Students who do not continuously learn throughout the summer could potentially 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 (Tiruchittampalam et al., 2018). Other reasons for student reading digressions during the summer are limited book access, difficulties self-selecting books (Capotosto, 2019), school calendar, socioeconomic status, and the amount of information retained over the summer (Lindley et al., 2016). 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. Purpose of the Study The purpose of this qualitative e-Delphi study is to gain consensus from a panel of education professionals of 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.The school district is a small and 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. Investigating the predictors of success in reading can improve students' academic achievement (cite, year). Reaching a consensus regarding effective practices will provide a foundation for developing the best strategies and techniques for program development. In addition, by interviewing education experts, this study will identify different domains to help mitigate summer reading growth loss. Finally, this research can help curriculum directors and school district leaders within the district to reach a common framework for a summer program design to increase summer reading growth. Population and Sample The e-Delphi research method expects participants to meet expertise requirements, including effective communication skills, education, and experience on the issues, capacity, and compliance to participate, and sufficient time to participate in the e-Delphi study (Skulmoski et al., 2007). 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 Reading, English, Language Arts, or English as a Second Language. Sample adequacy in qualitative inquiry pertains to the suitability of the sample configuration and size. Sandelowski (1996) recommended that qualitative sample sizes be large enough to allow the unfolding of a ‘new and richly textured understanding of the phenomenon under study, but small enough for the ‘deep, case-oriented analysis’ (p. 183) of qualitative data is not precluded. Since the researcher elected to implement purposive sampling to select information-rich cases, sample size guidelines suggested a range between 20 and 30 interviews to be adequate (Creswell, 1998 ). the sample size for this study will be 12-15 participants. Morse (2000) posited that the more useable data are collected from each person, the fewer participants are needed. This e-Delphi study will consist of a sample population of 12-15 educational experts. Yousuf (2007) posited the minimum number of participants is dependent upon the study design. A sample size between 10 to 15 participants should provide satisfactory results (Skulmoski et al., 2007). A predetermined sample size of 12-15 education experts within the rural Southwest school district will be interviewed to avoid data saturation. If saturation is not achieved with the 15 participants, the researcher will go beyond this number if needed . Significance of the Study The data to be collected from this e-Delphi study is from a distinct group of 12-15 education professionals, consisting of district-level administrators, literacy coaches, instructional coaches, interventionists, and the curriculum director from a rural low-economic school district in southwest Mississippi. Survey Monkey, an internet program, will be the e-Delphi survey method used to solicit and obtain a consensus from a panel of education experts. The researcher will use qualitative data analysis software instead of manual analysis to efficiently and effectively organize data used in research today (Welsh, 2002). NVivo is computer-assisted qualitative data analysis software that will be used to determine themes. This software implements an electronic way of expediting data grouping, sorting, and marking text to form descriptions (Brinker & McNabb, 2006). A diverse group will share knowledge and opinions on strategies and techniques to increase summer reading growth. The e-Delphi method provides versatility in education research (Skulmoski, Hartman &Krahn, 2007). The e-Delphi process allows education expert panels to provide context for a problem when there is a lack of literature available (Davidson, 2013). In contrast to other qualitative research designs such as historical, which presents a past perspective, and case study, which provides a contemporary viewpoint, e-Delphi presents a future perspective. This design is more suitable because the e-Delphi process allows for rounds of research questioning based on the pilot study, survey and analysis, and modification in the design. Moreover, the significance of this proposed study will provide district leaders with guidance in deciding whether summer enrichment programs are contributory in reducing summer reading growth loss in at-risk middle school students from one scholastic year to the next . Nature of the Study Qualitative research is practical and allows a researcher to create an initial theory based on experiences to organize the study, apply instruments, and collect data (Amankwaa, 2016; Anney, 2014; Baskarada, 2013; Yin, 2014). A qualitative research study methodology allows researchers to explore a phenomenon by applying a collection of data sources (Baxter & Jack, 2008; Gaya & Smith, 2016). Exploration of strategies, techniques, and best practices to reduce summer reading growth loss provided by a panel of education professionals through a qualitative participative research method aligns with the purpose of this study. This qualitative research will identify specific strategies, techniques, and best practices to reduce summer reading growth loss. The purpose of this qualitative E-Delphi study is to gain consensus from a panel of education professionals in identifying practical strategies and techniques to increase summer reading growth throughout the summer months in a rural school district in southwest Mississippi. The methods for gathering data will include interviews and questionnaires so that the individuals with experience and expertise in developing strategies and techniques can share their insights and knowledge. Through an analysis of themes and patterns between participants, the goal is that there will be a consensus regarding effective practices for increasing summer reading growth throughout the summer months in a rural school district in southwest Mississippi. The E-Delphi method relies on examining an issue with the understanding that multiple