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...

Running Head: LITERATURE REVIEW                            1
LITERATURE REVIEW                                    25
A CONSENSUS REVIEW OF STRATEGIES AND TECHNIQUES USING BEST PRACTICES TO INCREASE SUMMER READING GROWTH (LITERATURE REVIEW)
According to Kim (2021), the summer reading is also impacted due to ethnic achievement gap. Many students who are from families earning low income and holds minority place in society suffer reading losses. If faucet theory is considered then school days helps to turn on the educational resources, which in turn results into remarkable learning gains for students form different economic and social backgrounds.
Summer reading is also affected by the number of books and the hours spent on reading, which can be counted as achievement. Policymakers have come up with many strategies so students can be encouraged to develop reading habit independently and access quality books. The traditional summer programs are boon for children who want to improve their reading skills.
Schools also encourage students to maintain a reading journal. In this, students mention the titles of the books they read during their summer vacations and schools reward them based on selection of books and maintain a journal. This act of recognizing the efforts of summer readers and rewarding is a way of encouraging them to improve their reading. Some reading programs are designed in such a manner that that they promote inside and outside reading to that student can shift to independent reading.
This practices improved fluency and understanding of the language. The accessibility to books is another factor, which ensures the success of the above-mentioned strategies. The research conducted by the Kim (2021) reflects that ethnic membership with society is highly responsible for the summer reading effectiveness in ethnic groups. The other factor considered was when school opened the summer reading habits of students were discussed with them.
In addition, parental surveys and reading frequencies were part of analysis. This helped to explore strategies such as writing reports, publishing the work on online platforms or schools magazines and doing projects asked by teachers of first graders. Kim (2021) also suggested that teachers should be rewarded for infusing the reading habit by sharing books and activities responsible for developing interest. Students can be motivated to participate in writing activities, which is related to their summer reading so that summer dip can be reversed.
When the session ends students should kept involved in writing activity which will give students a chance to read books somewhere between 10-12. Any ethnic gap in schooling systems towards children should be addressed through diverse reading literature made available to them. Kim (2021) feels the need of detailed experiment in this regard so that evidences regarding effectiveness of summer reading can be collected at a bigger scale.
Borman, Yang and Xie (2021) had mentioned that typically student loses one month of reading practice if summer reading initiatives are not taken. It affects their reading skills and knowledge attained out of it. It has been found that students from low-income groups are major suffers as they do not get access to good reading books nor they get guidance during holidays about the same.
African-American and Latino students face more losses. The widened income gap is a considerable evidence for loss. It has also been stated by Borman et al. (2021) that children show slow learning trajectory in reading and math as a subject. Due to summer vacations and low income, children belong to these groups left with limited or no access to resources. The researcher also stress on interventions through the summer learning program can be of great help.
Two strategies have floated to surface during review of the article – school based and home based. The school based intervention guides that the activities, which are designed by teachers for students and given in school, are school-based interventions. The home based activity such as writing a review or creating a new story can be given during holidays or as a homework. These are also cost effective strategies because it depends on the quality and quantity of the books read by the student (Borman et al., 2021).
In addition, self-learning has always been proved as being the method for literacy growth. A new and unique program offers reading grants to students from classes 2-9 so that they can read new titles through purchase. This program is compatible with school and home based interventions. Policymakers have stressed on the fact that atmosphere at school and at home have distinct features, which created differentiated impact on the reading skills and growth of the child (Borman et al., 2021).
A target of reading nine books is given to student and if they meet it they get certificate of accomplishment. Schools also have taken initiative to introduce 150 titles to students every year according to the class and make them aware of the sample books available in the school. They also invite parents, caretakers and guardians to attend the event and get equip with the information. This helps to take develop informed conscience to develop reading as a habit and improve language proficiency.
This intrinsic motivation helps them to do the activity with high motivation and even refer others for the same. Borman et al. (2021) also advices that due to pandemic many children lost reading hours and these initiatives helped to bring their practice to track. These programs can also help parents and children to plan their reading exercise so that transportation issues can be resolved and a better reading community can be developed.
Kim et al. (2016) reflected the needs of high poverty schools who are looking for intervention from policymakers. The intervention in the form of a program, which can be applied at the end of school year until school opens for next session, will encourage home-based summer reading routines. Programs such as Reading Recovery and Success for All can help developing reading habits at a large scale right from the beginning.
In the elementary grades there is drop in reading skills performance due to low-income of families. The need for developing a program, which can cater the requirements of summer reading and school plan, should be developed so that quality literacy learning opportunities can be given to children. Kim et al. (2021) mentioned about a reading intervention READS (Reading Enhances Achievement During Summer), which was introduced to increased student’s reading performance and measure the effects of reading comprehension.
This was divided into two parts: First is that children should be assisted with books, which are of their interests as well as level and secondly, teachers should come up with comprehension plans, which can be implemented at the end of the school. The author also found that the previous evidences about READS supported the fact it is good for short-term learning. Besides this, it is also required to involve and educate parents about summer reading so that they support their child in reading activities (Kim et al., 2021).
The findings discussed in the research points towards the positivity of reducing the impact of summer reading loss through READS strategy. It is a hybrid form of intervention mainly dependent on the initiatives taken by child and support provided by the parents during summer time. The reading instructions given in school and the time spent by parents to practice those instructions help in building comprehension routine and better understanding of the title read by the child.
The interest of child is identified and accordingly the books are suggested to him. This helps in referring informational comprehension and make child independent so that reading can be done without teacher’s assistance. In addition, once the parents have understood the concept of comprehension routine it will be easy for them to support their child. They will actively participate and will use the books mailed by school as a part of READS program (Kim et al., 2021).
However, there are certain dimensions, which can be helpful in extending the scope of study in future. For instance, these can be including bigger sample of high poverty school in the geographical area, taking tests after summer holidays so that effectiveness of intervention can be measured and at last creating an evidence of the outcomes so that efforts of the family and the lessons taken by the student can be linked.
It is required that these initiatives should be taken at large scale so that lost cost means can be developed and literacy reforms can be introduced in the educational system of the country. The disadvantaged schools can be counted at par with these interventions as children who do not have any access to such programs can get one and gain the outcomes.
Harrington-Lueker (2018) author of the book Books for Idle Hours: Nineteenth-Century Publishing and the Rise of Summer Reading' refers back to the rise of summer reading in nineteenth century when tourism was commercialized. The print culture was at top and its description with respect to summer reading let readers explore how middle class consumes used to spend leisure time while reading. The paper books were there companions as they used to provide insights about marketing strategies and social developments.
The next chapter depicts about the diametrical posturing about concerns and acceptance, which was exploring the taste of consumers so that summer reading can be made popular. The concepts of sinfulness, morality, legality force the publishing houses to reduce their margins and reposition the books as a leading commodity for leisure experiences. Chapter 3 explores various emotions, which gave rise to different genres and became an inspiration for the readers.
Further chapter four stressed on summer leisure and connected it with books proved to be instrumental in alluring the audience towards the activity and make it an inseparable part of their lifestyle. Chapter 5 takes reader to a tour of complexities of life, which divert the mind towards reading. It takes them to resorts, libraries, rivers, parks, forests and public places so that they view the world form new perspective (Harrington-Lueker, 2018). It also give them fascinating stories so that people collect wide variety of experiences such as national movement of New York, Catholic circles and the powerful Chautauqua movement. The chapter elaborated summer reading as a respectable activity, which is not only important for culture but can be considered as an option for self-improvement and an investment in education.
Nineteenth century was a period when reading was connected with social identity and changed the consumer culture of America. The middle class started responding to their surrounding and the changes in them and accepted reading a part of summer leisure. Harrington-Lueker (2018) described histories of summer reading. The only thing missing from the book is play scripts. The literature is an extraordinary piece of example which portrays how print culture lead to reading culture in New York.
The dissertation published by ProQuest written by Slaughter (2019) presents a qualitative analysis of literature for eight graders. This multicultural approach is helpful in developing interest and knowledge of student as exposure to wide spectrum of information is the responsibility of teachers. The US curriculum is White-centric which promotes monoculturalism. In addition, White teachers are not interested to teach other color students. The educational system and the colorblind approaches have affected the cultural knowledge of the teaching community.
It has been observed that multiculturalism makes children culturally aware and increase their competency in different fields. Colorblind approach leads the cultural narrative to single direction and encourage towards racial discrimination. This has affected children in the educational setup and raised an alarming situation in colored communities. Slaughter (2019) suggested that it is important to understand how teachers address the problem of multiculturalism in their class and what they feel personally about it.
It is essential to know because then only there teaching methodologies will be towards the growth of the children. They will put more efforts towards the development and improve the competencies such as reading when they feel connected to the issue. As compared to Whites, black and Latino children suffer major lack of resources and access to quality education, which encourage them to improve reading during summer time. This has led to the need of multicultural training and cultural inclusivity in public and private schools.
Until the teachers are competent enough to handle multicultural issues and supporters of multiculturalism, they will not be able to incorporate and deliver linguistic and cultural capital to their students. Exposing children to culturally rich literature is important to develop respect for different religions, values, diversities and culture. In order to create global citizens it is crucial to increase sensitivity towards society and inclusivity (Slaughter, 2019). The teaching community should be trained to create unique materials, which are highlighting multiculturalism because limited resources are available for reference.
This has also limited the academic success, as discrimination from the society is not eliminated fully. The schools should be conscious of their actions on racial issues and need to take a stand as their in-depth understanding of racism will led teachers to identify the students who are vulnerable to it. They can extend their support and help them to be competent enough in the areas where they are lacking during holidays such as reading.
In US programs such as Common Core State Standards, No child Left Behind and Race to the Top failed to recognize the importance of multiculturalism. Despite spending millions of dollars in such programs, the purpose was not met because it was not able to address the educational needs in totality. Slaughter (2019) found that teachers, their backgrounds, availability of resources, access to public libraries are few reasons why summer reading do not get sufficient success rate. Therefore, societal stereotypes are required to be removed so that generalizations of the middle class can be done to promote summer reading.
The article focuses on summer program initiated by Norwegian Library and find out that nearly one-fifth children in the region read for pleasure during their summer holidays. During the research it was found by Hareide, Tveter and Lied (2020) that an international study highlighted that programs such as Progress in International Reading Literacy Study (PIRLS) for 4th and 5th class students and for International Student Assessment...