Please format the Literature Review using the Literature Review Outline provided using headers Headers. I need approximately 3 more pages of literature with references as recent as 5 years.

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The purpose of Chapter 2 is to describe the research that exists on summer reading initiatives and the impact on summer reading loss and achievement for high poverty students. The literature selected addressed the purpose of summer reading initiatives such as preventing summer reading loss and na
owing the achievement gap; the characteristics of effective summer reading initiatives and the different types of SRPs such as summer camps, summer school, li
ary programs, access to books were also reviewed. Finally, the chapter provides insight into ways summer reading initiatives impact student achievement for high-poverty students.
Summer Reading Loss
Summer Reading Loss Summer reading loss has been of great concern throughout public education for decades. It has been identified as the culprit for lowering reading achievement levels (Whittingham & Rickman, 2015).
According to Kim (2021), the summer reading is also impacted due to the ethnic achievement gap. Many students from families earning low income and holding minority place in society suffer reading losses. If faucet theory is considered, then school days help turn on the educational resources, resulting in remarkable learning gains for students from different economic and social backgrounds.
The number of books and the hours spent reading are also affected by summer reading, which can be counted as an achievement. Policymakers have developed many strategies to encourage students to develop reading habits 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. Students mention the titles of the books they read during their summer vacations, and schools reward them based on selecting books and maintaining a journal. This act of recognizing the efforts of summer readers and rewarding them encourages them to improve their reading. In addition, some reading programs are designed to promote inside and outside reading so that students can shift to independent reading.
These practices improved fluency and understanding of the language. The accessibility to books is another factor that ensures the success of the strategies, as mentioned earlier. The research conducted by Kim XXXXXXXXXXreflects that ethnic membership in the society is highly responsible for the summer reading effectiveness in ethnic groups. The other factor considered was that when the school opened, the summer reading habits of students were discussed with them.
In addition, parental surveys and reading frequencies were part of the analysis. This helped to explore strategies such as writing reports, publishing the work on online platforms or in schools magazines, and doing projects asked by teachers of first graders. Kim XXXXXXXXXXalso 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 related to their summer reading to reverse the summer dip.
When the session ends, students should keep involved in the writing activity, which will give students a chance to read books somewhere between 10 and 12. Any ethnic gap in schooling systems towards children should be addressed through diverse reading literature made available to them. Kim XXXXXXXXXXfeels the need for a detailed experiment to collect evidence regarding the effectiveness of summer reading on a bigger scale.
Borman, Yang, and Xie XXXXXXXXXXhad 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 primarily suffer as they do not get access to good reading books, nor do they get guidance during holidays about the same.
African-American and Latino students face more losses. The widened income gap is a piece of considerable evidence for loss. It has also been stated by Borman et al XXXXXXXXXXthat children show a slow learning trajectory in reading and math a subject. Due to summer vacations and low income, children from these groups are left with limited or no access to resources. The researcher also stresses that interventions through the summer learning program can be of great help.
Two strategies have floated to the surface during the review of the article – school-based and home-based. The school-based intervention guides that the activities 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 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 proven as a 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 that the atmosphere at school and home has distinct features which create a differentiated impact on the reading skills and growth of the child (Borman et al., 2021).
A target of reading nine books is given to the student, and if they meet it, they get a certificate of accomplishment. Schools also have taken the 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 equipped with the information. This helps develop informed conscience to develop reading as a habit and improve language proficiency.
This intrinsic motivation helps them do the activity with high motivation and even refer others for the same. Borman et al XXXXXXXXXXalso advise that many children lost reading hours due to the pandemic, and these initiatives helped
ing their practice to track. These programs can also help parents and children to plan their reading exercises so that transportation issues can be resolved and a better reading community can be developed.
Kim et al XXXXXXXXXXreflected the needs of high-poverty schools looking for intervention from policymakers. The intervention in the form of a program, which can be applied at the end of the school year until school opens for the next session, will encourage home-based summer reading routines. In addition, programs such as Reading Recovery and Success for All can help develop reading habits at a large scale right from the beginning.
In the elementary grades, there is a drop in reading skills performance due to families' low income. Therefore, the need for developing a program, which can cater to the requirements of summer reading and school plans, should be developed so that quality literacy learning opportunities can be given to children. Kim et al XXXXXXXXXXmentioned a reading intervention, READS (Reading Enhances Achievement During Summer), which was introduced to increase students' reading performance and measure the effects of reading comprehension.
This was divided into two parts: First is that children should be assisted with books that are of their interests and the 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 evidence about READS supported that it is suitable for short-term learning. Besides this, it is also required to involve and educate parents about summer reading to support their children in reading activities (Kim et al., 2021).
The findings discussed in the research point toward the positivity of reducing the impact of summer reading loss through the READS strategy. It is a hy
id form of intervention mainly dependent on the initiatives taken by the child and support provided by the parents during summertime. The reading instructions given in school and the time spent by parents to practice those instructions help build a comprehension routine and better understand the child's title.
The child's interest is identified, and accordingly, the books are suggested to him. This helps refer to informational comprehension and makes the child independent so that reading can be done without the 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 use the books mailed by the school as a part of the READS program (Kim et al., 2021).
However, specific dimensions can help extend the scope of study in the future. For instance, these can include a more significant sample of high poverty schools in the geographical area, taking tests after summer holidays so that the effectiveness of intervention can be measured, and at last, creating 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 be taken at a large scale so that lost-cost means can be developed and literacy reforms can be introduced in the country's educational system. The disadvantaged schools can be counted at par with these interventions as children who do not have access to such programs can get one and gain the outcomes.
ington-Lueker (2018), author of the book Books for Idle Hours: Nineteenth-Century Publishing and the Rise of Summer Reading', refers to the rise of summer reading in the nineteenth century when tourism was commercialized. The print culture was at the top, and its description concerning summer reading let readers explore how middle-class consumers used to spend leisure time while reading. However, the paper books were their companions as they used to provide insights about marketing strategies and social developments.
The next chapter depicts the diametrical posturing about concerns and acceptance, exploring consumers' tastes so that summer reading can be made famous. The concepts of sinfulness, morality, and 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 summer leisure and connected it with books proved to be instrumental in alluring the audience towards the activity and making it an inseparable part of their lifestyle. Finally, chapter 5 takes the reader on a tour of the complexities of life, which divert the mind toward reading. It takes them to resorts, li
aries, rivers, parks, forests, and public places so that they view the world from a new perspective (Ha
ington-Lueker, XXXXXXXXXXIt also gives them fascinating stories so that people collect a wide variety of experiences, such as the national movement of New York, Catholic circles, and the powerful Chautauqua movement.
The chapter elaborated on summer reading as a respectable activity, which is crucial for culture and can be considered an option for self-improvement and investment in education.
The 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 su
oundings and their changes and accepted reading as a part of summer leisure. Ha
ington-Lueker XXXXXXXXXXdescribed the history of summer reading. The
Answered 2 days AfterMay 12, 2022

Answer To : Please format the Literature Review using the Literature Review Outline provided using headers...

Ananya answered on May 14 2022
15 Votes
Literature Review Outline
Gretchen Carte
University of Phoenix
DOC/723: Doctoral Semina
Dr. Tiffani Bateman
May 10, 2022
Chapter 2
Literature Review
The lack of summer reading practices among students is provided in Chapter 1, and the ways for its improvement are discussed. The conceptual framework based on the social learning theory and the
faucet theory will be further reviewed to address the survey questions asked to help reduce summer reading loss.
A further literature review is necessary to examine the alleviation of the problem and gather the appropriate knowledge. The literature review will help design the chapter discussed below according to the research purpose. This will give some knowledge about the keyword searches, which are effective for a research design.
Title Searches and Documentation
The systematic approach is used for the literature searches and the documentation. It is an efficient and complete procedure of literature searches (Bramer, de Jonge, Rethlefsen, Mast & Kleijnen, 2018). This approach adds several words to the search process to obtain the best result regarding the topic. The keywords used for this purpose are summer reading, summer reading loss, summer reading initiatives, family cooperation in summer reading, social approach theory to increase summer reading practices, and programs to improve summer reading.
    Keywords Searched
    Number of Results Obtained
    Summer reading
    Summer reading loss
    Family involvement in summer reading
    Summer reading initiatives
    Social approach theory for summer reading
    Programs improving the summer reading
Among several search options, the most relevant literature was considered for the literature review, which provided accurate information regarding the improvement of the condition.
Historical Content
The historical content of the literature review defined the concept of the loss of summer reading. It is an important aspect to grow the literacy in children and indulge them in healthy practices (Mraz & Rasinski, 2007). Under this area of relevant searches, we can learn about the effects of reading activities and their achievements (Kim, 2007). The subsections are na
owed down to the lower socio-economic groups, which are not blessed with the facilities of summer reading.
Summer reading is a setback for such groups due to a lack of knowledge and available materials (Allington et al., 2010). The search is further na
owed down to the ethnic group divisions, which results in an achievement gap for the children. In addition, the whites and the mixed race are discriminated which reduces the chance of summer reading among them (Kim, 2004)
ent Content
The cu
ent content regarding summer reading is improved, aiming to provide an opportunity to each student. The process is introduced through virtual reading for such purposes (Washburn et al., 2021). Reading using virtual materials could be accessed and availed by all, which will reduce the negative impacts on the socio-economic status.
However, here, the sub-section includes the side effects of using technology such as computers for summer reading (Pindiprolu & Marks, 2020). Students are primarily diverted in the process, which the family can address. Family reading events greatly motivate the children to adopt summer reading practices (Borman & Yang, 2019). The sub-section of the searches is na
owed down to the social theory approach to summer reading loss that can be addressed through several community programs (Hogg, 2018).
Literature Review
The cu
ent searches have helped in reviewing the literature regarding the summer reading loss and has helped in better understanding of the recent mitigation process. As evaluated by Volley (2020), the loss of reading practice in the summer is highly identified in the students who experience poverty. This loss can be mitigated by reducing the impact through providing materials to be completed in the summer. The vacation times are a refreshment for the children and during the summer vacation they tend to be playful, avoiding studies. This creates a gap in the education process and the practice of reading and being indulged with the education process is lost. To cope up with such issue, holiday homework is...

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