Dissertation
A qualitative study: exploring summer experiences of students from low-income families to identify collaborative community strategies for combating summer slide
Doctor of Education (Ed.D.), Drexel University
26 Jan 2022
DOI:
https://doi.org/10.17918/00001298
Abstract
Children from economically disadvantaged backgrounds are more likely to lack reading proficiency. These students tend to have lower reading proficiency because they experience a decline in reading comprehension over the summer months, known as summer reading loss or summer slide. Prior research explains the effects of the summer slide and summer enrichment solutions but there is a lack of research on the perceptions of summer slide from the communities affected. The purpose of this ethnographic research is to explore perceptions of parents, school personnel and community members about summer experiences of students from low-income families to understand how summer literacy enrichment could impact summer slide and literacy retention of students from low-income communities. Through the conceptual framework lens of social constructivism, this study will explore the experiences of 10 parents of elementary-aged students, 2 community members and 9 school personnel, to understand their perceptions of summer experiences with summer literacy enrichment and summer learning loss. This study focuses on the following research questions: (a) how does the experiences and perspectives on summer learning from elementary parents/guardians uncover the behaviors of the low-income community on literacy enrichment during summer vacation? (b) how do members of the community describe the academic supports their neighborhood school provides that assist students in retaining their literacy skills across the summer? (c) How do school personnel describe strategies to reduce the loss of literacy skills during summer vacation for young readers [children]?
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Details
- Title
- A qualitative study
- Creators
- La Chae' Swindle
- Contributors
- James E. Connell (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- vi, 57 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991018528111904721