Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

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Support) were calculated for this study. Table 18 includes Cronbach‘s alpha values for TASEL subscales and the TASEL aggregate. Results indicated that reliability was lowest for the Time Constraints subscale (Cronbach‘s alpha = .44); all other alpha values ranged from .73 to .87. Corrected correlations of each item and its corresponding TASEL subscale are presented in Appendix O. 88
4. Results Exploratory Data Analyses Exploratory data analyses were conducted on individual variables, variable aggregates, and by each analysis to detect and correct data entry errors, major outliers, and other potential problems (e.g., skewed data distributions) for analyses. Exploratory data analyses were initially conducted on all subscale and variable aggregate scores, and follow-up analyses were conducted for aggregate scores that were altered as a result of initial exploratory data analyses. Initial exploratory data analyses revealed nine major outliers for the AKT and MPAC measures only. Stem-and-leaf plots illustrated one major outlier for pre-intervention AKT affective labeling scores and one major outlier for affective perspective taking scores. Plots revealed two major outliers for post- intervention AKT affective perspective taking scores. A stem-and-leaf plot also revealed one major outlier for post-intervention MPAC Productive Aggregate scores. In each case, major outlier values were changed to one value either above or below the most extreme value not denoted an outlier. Exploratory data analyses following correction of these major outliers also revealed major outliers. Stem-and-leaf plots illustrated that the same values for the pre- intervention AKT affective labeling and perspective taking scores remained major 89
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Dialogic Reading with Emotion-Laden
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Dedication This is dedicated to the
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Annette Alcon Lorene Lucero Tracy A
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Table of Contents Page List of Tabl
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Appendices ........................
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Abstract DIALOGIC READING WITH EMOT
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1. Introduction Improving both lite
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2. Literature Review Literacy Devel
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skills. The model includes four key
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(i.e., education and experience), a
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school-aged years. Demonstrating co
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interest; direct teaching of word r
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Literacy Prevention and Interventio
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ended prompts, or statements encour
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delayed children (Crain-Thoreson &
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implemented social-emotional preven
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contempt, and fear. Dyads were then
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families that interact with a child
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exposure to both acute and chronic
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In Garner et al.‘s (1997) study,
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1. Books should be developmentally
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Social-Emotional Prevention and Int
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Denham and Burton‘s (1996) social
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effectively manage the emotional ex
Page 49 and 50: children‘s literacy and social-em
Page 51 and 52: centered approach. Cluster analyses
Page 53 and 54: Intervention Programs and Curricula
Page 55 and 56: PEEP programming supplemented child
Page 57 and 58: In addition to enhancing emergent l
Page 59 and 60: intervention aimed to enhance the d
Page 61 and 62: month, Whitehurst et al., 1988; 7 m
Page 63 and 64: efficacy of the use of a dialogic r
Page 65 and 66: additional adult present for larger
Page 67 and 68: asis; and some classrooms included
Page 69 and 70: oth English and Spanish. Approximat
Page 71 and 72: Experimental Design and Procedure T
Page 73 and 74: At the time that children were recr
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Page 77 and 78: questioning for each child (Denham
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Page 81 and 82: Focused Use of Personal Energy item
Page 83 and 84: was not participating in the resear
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Page 89 and 90: informational video on the importan
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Page 93 and 94: Table 16 includes the intervention
Page 95 and 96: teachers were instructed to complet
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Page 99: anged from 37 to 117, with high sco
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Page 107 and 108: An independent samples t-test inclu
Page 109 and 110: In order to determine whether there
Page 111 and 112: Results indicated that there was no
Page 113 and 114: intervention TOPEL Definitional Voc
Page 115 and 116: storybook readings positively predi
Page 117 and 118: Results also revealed findings for
Page 119 and 120: subscale ranges, indicating that te
Page 121 and 122: independent variables will simply b
Page 123 and 124: (∆R 2 step two = .01, ns). Only p
Page 125 and 126: This inclusion of a covariate adjus
Page 127 and 128: Results also revealed a main effect
Page 129 and 130: 5. Discussion The present study ass
Page 131 and 132: positively predicted children‘s p
Page 133 and 134: may have been at work, particularly
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Page 139 and 140: dialogic reading techniques as cost
Page 141 and 142: introduction to intervention storyb
Page 143 and 144: enefits. Further, because storybook
Page 145 and 146: Education and Educational Policy Im
Page 147 and 148: statistically significant mean diff
Page 149 and 150: 137 Table 1 Continuous Demographic
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139 Table 3 Categorical Demographic
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141 Table 4 Experimental Design Pre
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What are they for? To eat, bite, ch
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Table 6 Cronbach’s Alpha Values f
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Item 6 The child shows very negativ
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to another‘s emotional display (u
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Table 9 Rotated Component Matrix fo
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Table 11 Intercorrelations Between
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Table 13 Minnesota Preschool Affect
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Table 15 Differences Between and Si
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Table 17 Teacher Attitudes about So
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Table 19 Descriptive Data for Inter
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Table 21 Percentages of Storybook R
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Table 23 Hierarchical Regression An
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Table 27 Beta Values for Statistica
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Table 33 Analysis of Covariance Bet
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Table 35 Multiple Analyses of Covar
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when Alexander visited his daddy‘
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Appendix B Teacher Informed Consent
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Appendix C Parent Informed Consent
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Appendix D PARENT QUESTIONNAIRE Nam
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19. Stove What is this? .18 .31 Wha
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Appendix G Affect Knowledge Test (D
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6. [sibs] A. HAPPY: Nancy/Johnny:
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Appendix H Corrected Item-Total Cor
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Acts pouty or sullen -.02 .38 Displ
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Appendix K Stony Brook Emergent Lit
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You will need to make up your own o
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Second, emotion-coaching parents se
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Appendix N Guidelines for Weekly St
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Spending time on SDP lessons takes
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List of References 207
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Cohen, J., Cohen, P., West, S. G.,
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Gottman, J. M., Katz, L., & Hooven,
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Miller, A. L., Gouley, K. K., Seife
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Yeung, W. J., Linver, M. R., & Broo
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