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

storybook readings, assistant teachers completed approximately 22.5% of all storybook
readings, and teaching assistants completed approximately 3.6% of all storybook
readings.
To maintain teacher compliance with intervention methodology and to track
children‘s participation rates, teachers completed a brief log for each book reading (see
Appendix M). Teacher reports of children‘s attendance in storybook readings on this log
were cross referenced with a Head Start administrative staff‘s reports of children‘s Head
Start programming attendance. Approximately 4% of all teachers‘ attendance reports
were discrepant with Head Start administration‘s attendance reports (i.e., teachers
reported that a child participated in a storybook reading on a day that administrative staff
recorded the child to be absent). Because teachers sometimes completed storybook
reading logs at the end of the week (rather than after each storybook reading), these errors
are believed to reflect teachers‘ inaccurately recording children‘s storybook reading
participation rather than inaccurately reporting storybook reading rates. That is, it is
believed that teachers were more likely to inaccurately report that individual children
participated in storybook readings than to falsely report that a storybook reading took
place. In these cases, participation in the discrepant storybook reading was omitted from
the calculation of children‘s total participation in intervention storybook readings. Table
22 includes descriptive data for children‘s Head Start attendance and intervention
participation in total and for subgroups. Overall, children participated in a mean of 25.72
(SD = 7.25, range = 6-36) of 36 possible readings.
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