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

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as the dependent variables revealed no statistically significant differences in AKT affective labeling (F (1, 112) = .09, ns) and affective perspective taking (F (1, 112) = .37, ns) scores between children in half- and full-day classrooms. A MANOVA including classroom assignment as the independent variable and children‘s pre-intervention MPAC Productive, Negative/Frustrated, and Positive aggregate scores as the dependent variables revealed no statistically significant differences in MPAC Productive (F (1, 112) = 1.59, ns), Negative/Frustrated (F (1, 112) = .95, ns), and Positive (F (1, 112) = .29, ns) aggregate scores between children in half- and full-day classrooms. Thus, analyses assessing intervention efficacy did not control for classroom assignment. Pre-intervention scores and experimental group assignment. In order to determine whether there were statistically significant initial differences in vocabulary skills, emotion knowledge, and social skills between children in classrooms assigned to the intervention and book reading control groups, an independent samples t-test including experimental group assignment (intervention group assignment and book reading control group assignment) as the grouping variable and children‘s pre-intervention TOPEL Definitional Vocabulary scores as the dependent variable, and two MANOVA tests including experimental group assignment (two levels: intervention group assignment or book reading control group assignment) as the independent variable and children‘s pre- intervention AKT scores or pre-intervention MPAC scores as dependent variables were conducted. 94
An independent samples t-test including experimental group assignment as the grouping variable and children‘s pre-intervention TOPEL Definitional Vocabulary scores as the dependent variable revealed no statistically significant differences in vocabulary skills between children in classrooms assigned to the intervention and book reading control groups (t = 1.22, ns). A MANOVA including experimental group assignment as the independent variable and children‘s pre-intervention AKT affective labeling and affective perspective taking scores as the dependent variables revealed that children in classrooms assigned to the intervention group had higher AKT affective labeling (M = 14.37) and affective perspective taking (M = 36.74) scores than children in classrooms assigned to the book reading control group (M = 13.52, F (1, 112) = 4.90, p < .05 for affective labeling, M = 34.71, F (1, 112) = 5.03, p < .05 for affective perspective taking). A MANOVA including experimental group assignment as the independent variable and children‘s pre-intervention MPAC Productive, Negative/Frustrated, and Positive aggregate scores as the dependent variables revealed statistically significant differences in children‘s pre-intervention MPAC Productive aggregate scores (F (1, 112) = 4.83, p < .05). Children in classrooms assigned to the intervention group (M = 6.65) had significantly higher scores than children in classrooms assigned to the book reading control (M = 6.35) group. Differences in children‘s pre-intervention MPAC Positive aggregate scores approached statistical significance (F (1, 112) = 3.45, p < .10), with the intervention group (M = 7.39) again demonstrating higher scores than the book reading control group (M = 6.62). 95
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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
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children‘s literacy and social-em
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centered approach. Cluster analyses
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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
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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 93 and 94: Table 16 includes the intervention
Page 95 and 96: teachers were instructed to complet
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Page 101 and 102: 4. Results Exploratory Data Analyse
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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
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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
Page 151 and 152: 139 Table 3 Categorical Demographic
Page 153 and 154: 141 Table 4 Experimental Design Pre
Page 155 and 156: 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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Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

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