A Consensus Review of Strategies and Techniques Using Best Practices to Increase Summer Reading...

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A Consensus Review of Strategies and Techniques Using Best Practices to Increase Summer Reading Growth:     Comment by TIFFANI BATEMAN: Please fill this in    Comment by Gretchen Stampley: Filled in
A QUALITATIVE E-DELPHI STUDY
y
Gretchen Carte
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, XXXXXXXXXXThe academic achievement gap is a significant problem in the United States. Summer learning loss adds to an academic achievement gap (Seawright, XXXXXXXXXXSummer learning loss occurs at a traditional middle school in the southwestern United States (Beach et al., XXXXXXXXXXComprehension 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, XXXXXXXXXXThe Southwest 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     Comment by Gretchen Stampley: district
This chapter provides the background and implications of academic summer school reading programs for elementary school students with explicit stress on a summer cu
iculum hosted by a Southwest school district. The subject of summer reading programs and the 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 confe
ed 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    Comment by Gretchen Stampley: a southwest school district
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., XXXXXXXXXXThe summer reading setback accounts for about 80% of the reading achievement difference, contributing to this disparity (Campbell et al., XXXXXXXXXXChildren 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., XXXXXXXXXXReading 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, XXXXXXXXXXThe 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., XXXXXXXXXXComprehensive 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, XXXXXXXXXXDeclines in academic achievement during summer
eak are more prevalent and consistent for students from low socioeconomic backgrounds than students from middle and higher socioeconomic classes (Campbell et al., XXXXXXXXXXOver time, the
each 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
eak for students averages 12 weeks (about three months); this equates to a significant length of time when the educational process is inte
upted. 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., XXXXXXXXXXFor 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, XXXXXXXXXXThis 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., XXXXXXXXXXStudents 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., XXXXXXXXXXSummer vacation inequalities in educational opportunities and outcomes lead to uneven learning gains (Seawright, XXXXXXXXXXLimited 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, XXXXXXXXXXFurther investigation is needed to explore strategies to keep students engaged in reading growth throughout the summer to prevent reading growth loss in the Southwest 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 (Capotosto, XXXXXXXXXXIn addition, there are no available research studies regarding effective practices to increase summer reading growth. 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.    Comment by TIFFANI BATEMAN: cite    Comment by Gretchen Stampley: Cited    Comment by TIFFANI BATEMAN: Of what, finish this thought...    Comment by Gretchen Stampley: practices to increase summer reading growth
Problem Statement    Comment 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 cu
ent literature showing best industry practices have not been identified.    Comment by Gretchen Stampley: section moved to the background    Comment by Gretchen Stampley: added the problem statement
The problem is students, on average, lose from a month up to three months, and overall, up to 25 to 30 percent of school-year learning over the summer
eak (Alexander et al., 2016; Attebe
y & McEachin, XXXXXXXXXXProponents of the faucet theory believe literacy gaps occur during the summer (McDaniel et al., XXXXXXXXXXDespite 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 (Alexander et al., XXXXXXXXXXHigher-income students have the advantage of continued learning through vacation experiences and summer programming (Morgan et al., 2019).          Comment by TIFFANI BATEMAN: Ensure this is approved with URM in week 7 review.    Comment by Gretchen Stampley: awaiting URM review feedback    Comment by TIFFANI BATEMAN: Continue to work with URM in DOC741 to get this finalized for alignment
Summer reading loss has been documented and is more tenacious among pupils from poor socioeconomic conditions who are already at risk of academic failure (Laurie et al., XXXXXXXXXXAn 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).
The availability of reading materials has long been recognized as a factor in differential reading development since students from low-income families frequently lack access to a home li
ary and therefore do not have the required study material. 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 ways to be involved in reading throughout summer
eak (Nicholson & Tiru, XXXXXXXXXXBecause poor reading in early elementary is related to lower high school attainment, the long-term consequences of reading decline must be acknowledged (McDaniel et al., XXXXXXXXXXMoreover, since no effective practices and strategies are available to close this summer reading loss gap completely, this e-Delphi study is being conducted.
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. The school district is a small, high-poverty school district in southwest Mississippi. Therefore, this study aimed to identify the efficient steps to sort this study loss problem. For this thorough literature review is conducted as suggested by (Volley, XXXXXXXXXXUnderstanding the research dedicated to summer reading loss is imperative when identifying ways to close the achievement gap (Volley, XXXXXXXXXXLater, through thorough analysis, suitable parameters to close this issue of summer study loss will be identified along with the strategies for effective implementation. Investigating the predictors of success in reading can improve students' academic achievement (Seawright, 2017).
Population and Sample    Comment 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.    Comment by Gretchen Stampley: Revised to clarify.
The study population and the sample should meet the expertise requirements, including practical communication skills, education and experience on the issues, capacity, and compliance to participate, and enough time to complete the e-Delphi study (Volley, XXXXXXXXXXThe sample population will consist of district-level administrators, literacy coaches, instructional coaches, interventionists, and the cu
iculum 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 size (Nicholson & Tiru, XXXXXXXXXXThe sample size guidelines suggested a range between 15 and 20 interviews be adequate. The more useable data is collected from each person, the fewer participants are needed (Nodeland & Mo
is, 2018).
This e-Delphi study will consist of a sample size of 12 to 15 that should provide satisfactory results (Nodeland & Mo
is, XXXXXXXXXXThe minimum number of participants is dependent on the study design (Beach & Traga Philippakos, XXXXXXXXXXTo achieve data saturation, a predetermined sample size of 12–15 education experts within the rural Southwest school district will be interviewed. If panel consensus is not achieved with the 15 participants, the researcher will go beyond this number if needed (Sampson, 2019).    Comment by TIFFANI BATEMAN: The goal is for the data to become saturated not avoid this.    Comment by Gretchen Stampley: Changed to avoid to for    Comment by Tiffani Bateman: Panel consensus opposed to saturation    Comment by Gretchen Stampley: changed to say panel consensus    Comment by TIFFANI BATEMAN: Yes, good    Comment by TIFFANI BATEMAN: You mentioned 20-30 in the first paragraph which is unclear.    Comment by Gretchen Stampley: changed to reflect 15 and 20
Significance of the Study    Comment by TIFFANI BATEMAN: Still needs more depth, review dissertation alignment guide and also ensure it is aligned to your design    Comment by Gretchen Stampley: added: The adverse outcomes of summer reading loss are noteworthy. Summer reading loss impacts students throughout their academic careers. Students who cannot read on grade level in the third grade are less likely to graduate by age 18 than those who read at or above grade level (Hernandez, XXXXXXXXXXThe lasting implications of descending literacy rates extend to placement in high school classes, high school dropout rates, and college attendance (Smith, XXXXXXXXXXThe results are even astounding for children who grow up and live in destitution. According to Alexander, Entwisle & Olsen (2007), children from disadvantaged backgrounds experienced significant gaps in learning during the summer months compared to their counterparts, and the gaps only continued to widen over time. Studies have shown that reading gaps widen each year between first and sixth grade if students are not supplied adequate intervention (O'Connell, XXXXXXXXXXIdentifying the potential benefits of summer reading programs between the first and second grade year will provide guidance about how sufficiently to help students at risk for low reading achievement.
The adverse outcomes of summer reading loss are noteworthy. Summer reading loss impacts students throughout their academic careers. Students who cannot read on grade level in the third grade are less likely to graduate by age 18 than those who read at or

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Shubham · Accepted Answer

Chapter 3
Research Methodology
The Qualitative e-Delphi is a method used to gather and integrate expert opinions on a specific topic, using a combination of online survey and qualitative data analysis techniques. The method is based on the traditional Delphi method, which is a consensus-seeking technique used to gather opinions from a group of experts. The Qualitative e-Delphi method is typically used in fields such as healthcare, education, and social sciences, and it involves several rounds of online surveys where experts are asked to provide their opinions on a specific topic. The surveys often include open-ended questions, allowing experts to provide detailed and nuanced responses.
The e-Delphi approach can be used in the context of summer reading growth to gather and integrate expert opinions on various aspects of summer reading programs and interventions. In this approach, experts in the field of education, child development, and literacy could be surveyed to gather their opinions on the most effective strategies for promoting summer reading growth in children (Kernan et al. 2022). The first round of the e-Delphi survey could include open-ended questions asking experts to describe the most important factors that contribute to summer reading growth and the most effective interventions for promoting it. In the second round, experts could be asked to rank or rate the importance of the factors and interventions identified in the first round.
Research Method and Design Appropriateness
Qualitative research method is a type of research method that aims to understand human behavior, experience, and social phenomena by collecting and analyzing non-numerical data such as text, images, audio, and video. It is often used in fields such as sociology, anthropology, psychology, and education, and it is particularly useful for studying complex, context-dependent phenomena that cannot be easily quantified or measured. The main characteristics of qualitative research is that it is interpretive, meaning that researchers aim to understand the meaning and context of the data rather than just describing it. Also, qualitative research is often based on a small sample size, and it is not possible to generalize the findings to a larger population.
Qualitative research allows researchers to explore and understand human behavior, experience, and social phenomena in a way that is not possible with quantitative methods. It provides a rich and detailed understanding of the context, meaning, and experiences of the participants (Datta et al. 2021). In this research, researchers observe people in natural settings, in order to understand how they behave and interact in a specific context. Researchers bring a small group of people together to discuss a specific topic and to gather their collective perspectives. It includes analysis of written or spoken data, such as transcripts of interviews, to identify patterns and themes. Researchers immerse themselves in a particular culture or community to understand the customs, beliefs, and practices of the group.
Qualitative research allows for the study of under-researched or underrepresented groups. Qualitative research is particularly useful for studying under-researched or underrepresented groups, such as marginalized communities, people with disabilities, or individuals who are not easily accessible. Qualitative research is often used to generate hypotheses and theories that can be tested quantitatively. It allows researchers to identify patterns and themes in the data that can be used to develop more specific and testable hypotheses. It can be used to evaluate and improve programs and interventions. Qualitative research can be used to evaluate and improve programs and interventions by providing detailed information about the experiences and perspectives of the participants.
The Qualitative e-Delphi method has several advantages over traditional Delphi methods, as it allows for a larger number of experts to participate, and it allows for a more detailed and nuanced analysis of the responses. It also allows for more flexibility in the survey design, and allows experts to participate from any location, which can save time and money. The responses would be analyzed qualitatively to identify patterns and themes. The results of the analysis would be used to guide the next round of surveys and to move closer to a consensus on the most effective strategies for promoting summer reading growth.
Research Questions/Hypotheses
Research Questions
1. How does participation in a summer reading program affect reading comprehension and fluency among students in grades K-12?
2. What factors influence students' decision to participate in summer reading programs and how do these factors affect reading growth?
3. To what extent do summer reading programs improve reading achievement among socioeconomically disadvantaged students?
4. How do different types of summer reading interventions, such as online programs or book clubs, impact reading growth among students?
5. How does the length of the summer vacation affect reading growth and how can summer reading programs be designed to mitigate this effect?
Hypotheses
1. The e-Delphi approach will increase the participation rate of experts in the study, as it allows for flexibility in terms of time and location for completing the surveys.
2. The e-Delphi approach will reduce the cost and time required for conducting the study, as it eliminates the need for in-person meetings or travel.
3. The e-Delphi approach will provide a detailed and comprehensive understanding of the research topic, as it allows for multiple rounds of feedback and refinement of the survey questions.
Population and Sample
Population and sample are important concepts in qualitative research because they determine the scope and generalizability of the findings. The importance of population and sample in qualitative research is that they determine the scope and generalizability of the findings. A well-defined population and a representative sample increase the chances that the findings can be generalized to other similar individuals or groups. In qualitative research, the sample size is often small, and the findings are not generalizable to a larger population. However, the small sample size allows for a more in-depth exploration of the experiences and perspectives of the participants (Fink-Hafner et al. 2019). The population and sample are important in qualitative research because they determine the scope and generalizability of the findings, and allow researchers to select the group of participants that are relevant and suitable to the research question.
The e-Delphi approach is a method that can be used to gather expert opinions on a specific topic or issue, such as summer reading growth. The approach typically involves several rounds of questionnaires, where experts are asked to provide their opinions on a set of predetermined topics. Experts could be asked to provide their opinions on:
· The most effective strategies for encouraging summer reading among students. 
· The challenges that students face when trying to maintain reading skills during the summer. The role of parents and caregivers in promoting summer reading. 
· The impact of summer reading programs on student achievement. 
· The best practices for implementing summer reading programs
The e-Delphi approach is useful for summer reading growth because it allows researchers to gather the opinions of experts from different backgrounds and with different perspectives. By gathering expert opinions, researchers can identify the best strategies for encouraging summer reading growth and improve the effectiveness of summer reading programs. The e-Delphi approach is also useful because it can be done remotely, which allows researchers to gather opinions from experts all over the world. This can increase the diversity of perspectives and improve the generalizability of the findings.

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