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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- 100
intervention TOPEL Definitional Vocabulary scores were included as the dependent variable. Results revealed that teachers‘ mean scores for the book reading log, children‘s frequency of participation in storybook readings, and mean length of audiotaped storybook readings together predicted post-intervention TOPEL Definitional Vocabulary scores over the effects of pre-intervention TOPEL Definitional Vocabulary scores and the effect code for experimental group assignment (∆R 2 step two = .07, p < .005; see Table 23). Teachers‘ mean scores for the book reading log item positively predicted post- intervention TOPEL Definitional Vocabulary scores after partialing the effects of pre- intervention TOPEL Definitional Vocabulary scores and the effect code for experimental group assignment (t = 2.22, p < .05), indicating that children‘s post-intervention TOPEL Definitional Vocabulary scores increased as teachers‘ skills in discussing emotional storybook content increased, even given the effects of pre-intervention TOPEL Definitional Vocabulary scores and the effect code for experimental group assignment. The mean length of audiotaped storybook readings approached statistical significance in predicting post-intervention TOPEL Definitional Vocabulary scores after partialing the effects of pre-intervention TOPEL Definitional Vocabulary scores and the effect code for experimental group assignment (t = 1.97, p < .10), indicating that children‘s post- intervention TOPEL Definitional Vocabulary scores increased as the mean length of audiotaped storybook readings increased, even given the effects of pre-intervention TOPEL Definitional Vocabulary scores and the effect code for experimental group assignment. 101
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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
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PEEP programming supplemented child
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In addition to enhancing emergent l
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intervention aimed to enhance the d
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Page 63 and 64: efficacy of the use of a dialogic r
Page 65 and 66: additional adult present for larger
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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 81 and 82: Focused Use of Personal Energy item
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Page 93 and 94: Table 16 includes the intervention
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Page 101 and 102: 4. Results Exploratory Data Analyse
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Page 107 and 108: An independent samples t-test inclu
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Page 111: Results indicated that there was no
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Page 117 and 118: Results also revealed findings for
Page 119 and 120: subscale ranges, indicating that te
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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
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Page 143 and 144: enefits. Further, because storybook
Page 145 and 146: Education and Educational Policy Im
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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
Page 157 and 158: Table 6 Cronbach’s Alpha Values f
Page 159 and 160: Item 6 The child shows very negativ
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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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