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

outliers. Because they had already been corrected to maintain variance across more
normal data distributions, these outliers were left in the dataset.
Subsequent data distributions of all subscale and variable aggregate scores were
skewed and kurtotic, but not to an extent to warrant data transformations. Bivariate
scatterplots of each independent-dependent variable pair for all analyses did not reveal
any significant outliers for any analysis performed.
Preliminary Data Analyses
Table 4 summarizes the experimental design of the study. Classrooms were
divided into two experimental groups for intervention implementation: the intervention
group, in which teachers implemented dialogic reading techniques while reading
emotion-laden storybooks in small groups; and the book reading control group, in which
teachers read the same storybooks provided to the intervention group without using
dialogic reading techniques (i.e., teachers read storybooks as they would typically read).
Descriptive Data
Teachers completed a total of 84.4% of all possible assigned readings. Tables 19
and 20 include descriptive data for storybook readings completed for classrooms and
teachers in total and for experimental groups. Overall, classrooms completed a mean of
60.77 (SD = 15.30, range = 26-73) of 72 possible readings (36 readings per each of 2
groups of children in each classroom); and teachers completed a mean of 29.52 (SD =
22.20, range = 2-73) of 72 possible readings. Table 21 includes percentages of storybook
reading completed by lead teachers, assistant teachers, and teaching assistants in full- and
half-day classrooms. Overall, lead teachers completed approximately 73.9% of all
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