Please make the indica [1:11 PM] TIFFANI BATEMAN SHAWISHI HAYNESmy review is in the live document in teams. Gretchen Stampleyyou have clearly been working on this and have some really good...

Please make the indica

[1:11 PM] TIFFANI BATEMAN SHAWISHI HAYNESmy review is in the live document in teams. Gretchen Stampleyyou have clearly been working on this and have some really good improvements. Continue to work with your URM on the alignment of the purpose/problem/RQs in the context of the delphi design. I also feel like there was strong improvement in your writing in the beginning and then toward the end the writing was poor almost like two completely different papers. Use strong consistent scholarly tone throughout, research delimitations and limitations and clearly explain those. Below are some resourses, and also look at some other dissertations for the sections you need work with like the nature of the study and the conceptual framework that may help to have exemplars.

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 an academic achievement gap (Seawright, 2017). Summer learning loss occurs at a traditional middle school in the southwestern 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, therefore, perform better in academic subjects than those who do not engage in such an initiative (Bowers & Schwarz, 2017). The Jefferson County School District has provided unlimited 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.Comment by TIFFANI BATEMAN: Learned recently all identifying information now needs removed so use a pseudonym for this This chapter provides the background and implications of academic summer school reading programs for elementary school students with explicit stress on a summer curriculum hosted by the Jefferson County Upper Elementary School in Southwest Mississippi. The subject of summer reading programs and their impact on tutorial performance in reading is mentioned as relevant to the planned study. The problem, providing the premise for the study, the statement of purpose, guiding analysis questions, and the nature of the study are conferred during this chapter. The chapter concludes with an announcement of significance and a presentation of relevant terms.Comment by TIFFANI BATEMAN: Same idea here replace all of these with just SW state 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 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 healthy home literacy environment. Different degrees of parental participation in a home learning environment and a child's lack of participation with texts during a prolonged vacation might help evaluate 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. Therefore, the 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 than 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). In a typical school calendar, summer break for students averages 12 weeks (about three 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 influenced reading growth or regression in young students (Campbell et al., 2019). For example, 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 (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 the Southwest Mississippi's rural, low-socioeconomic school district. There is no consensus in the research literature regarding the best strategies and techniques used to increase summer reading growth. In addition, there are no available research studies regarding effective practices. This study addresses the gap in literature and aims to determines effective practices for closing the academic achievement gap that occurs during the summer within this school district.Comment by TIFFANI BATEMAN: Of what, finish this thought... Problem StatementComment by TIFFANI BATEMAN: Wait, you have no problem statement in your problem statement section. Honestly, I would move all of this to the background of the problem as that was short and this is what was missing. Then see dissertation alignment guide to write a small section here that includes your problem statement in the context of your design and that is cited in current literature showing best industry practices have not been identified.Comment by Gretchen Stampley: section moved to the backgroundComment by Gretchen Stampley: added the problem statement The problem is many students do not have parental support during the summer reading activities resulting in a loss of reading growth (Cite, XXX). Proponents of the faucet theory believe literacy gaps occur during the summer (McDaniel et al., 2017). The problem is many students do not have parental support during the summer reading activities resulting in a loss of reading growth. Despite continued measures to close the achievement gap over the past decades, considerable disparities remain. On average, summer vacations produce an annual achievement gap of approximately three months between wealthy and poor students, biasing the students from the more economically advantaged families (cite). Higher-income students have the advantage of continued learning through vacation experiences and summer programming (cite). Comment by TIFFANI BATEMAN: You just said this was the gap in literature you were filling: This study addresses the gap in literature and aims to determine effective practices for closing the academic achievement gap that occurs during the summer within this school district. That does not align to your 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 analyst 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. In contrast, the reading competency levels of schoolchildren from middle-income households were enhanced (Capotosto, 2019). Comment by TIFFANI BATEMAN: You have to cite all of your claims 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 incredibly 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).Comment by TIFFANI BATEMAN: Break up paragraphs into 3-5 sentencesComment by TIFFANI BATEMAN: For a delphi study The unknown nature of the problem must be stated in literature and the problem must be cited. You must make the case that the solution to the reading gap for disadvantaged students is not known clear here. 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).Comment by TIFFANI BATEMAN: Your problem statement should align to this statement Comment by TIFFANI BATEMAN: Ok so here, as you are stating this you are saying you already know what causes reading loss during the summer. You are saying that poverty causes reading loss over the summer essentially which I do not think is true. Even if it is what the literature says then you already know the cause of your problem. For this design you don't know the cause of reading loss for socioeconomically disadvantaged students at the school. Have this conversation with your URM to be sure but this alignment still seems to need tightened within the context of your design. Population and SampleComment by TIFFANI BATEMAN: This section still needs some work for clarity. I'm having to search and think through what you are saying to understand and am still not 100% sure I am clear on your intentions. Be very clear and organized with your writing and do not repeat information in different ways. Meet the expertise requirements, including practical communication skills, education and experience on the