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

Analyses included the following independent variables in the following sequential
steps: (1) children‘s pre-intervention TOPEL Definitional Vocabulary scores, pre-
intervention AKT scores, or pre-intervention MPAC scores; and the effect code for group
assignment, and (2) mean scores for the book reading log item (see Denham & Burton,
1996) for each classroom, the total number of storybook readings in which children
participated, and the mean length of audiotaped storybook readings for each classroom.
Children‘s post-intervention TOPEL Definitional Vocabulary scores, post-intervention
AKT scores, or post-intervention MPAC scores were included as dependent variables.
For classrooms in which more than one teacher completed intervention storybook
readings, weighted mean scores for the book reading log item and audiotaped storybook
reading length were calculated. The total number of storybook readings completed for
each classroom teacher was first multiplied by each teacher‘s mean log item score and
mean recorded storybook reading length. Totals for each variable were summed and then
divided by the total number of storybook readings completed in each classroom.
Literacy skills. To test the effects of teachers‘ implementation of intervention
methods in enhancing children‘s vocabulary skills, one hierarchical regression analysis
including the following independent variables in the following sequential steps: (1)
children‘s pre-intervention TOPEL Definitional Vocabulary scores and the effect code
for group assignment, and (2) mean scores for the book reading log item for each
classroom, the total number of storybook readings in which children participated, and the
mean length of audiotaped storybook readings for each classroom. Children‘s post-
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