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

Results for MPAC Negative/Frustrated aggregate scores revealed no statistically
significant differences for the interaction of classroom and experimental group
assignment (F (1, 109) = .03, ns), nor for the main effects of classroom assignment (F (1,
109) = 1.79, ns) or experimental group assignment (F (1, 109) = .04, ns).
Results for MPAC Positive aggregate scores revealed no statistically significant
differences for the interaction of classroom and experimental group assignment (F (1,
109) = .53, ns), nor for the main effects of classroom assignment (F (1, 109) = .02, ns) or
experimental group assignment (F (1, 109) = 2.61, ns).
Findings from an additional set of exploratory analyses including the full-day classroom
at the smallest site as a no book reading control group revealed different results than
those reported for intervention effects on children‘s emergent literacy and social-
emotional skills but were not reported for this study. Although merely approaching
statistical significance, results suggested that the use of dialogic reading techniques while
reading emotion-laden storybooks simultaneously enhanced children's literacy and social-
emotional skills. Participation in the intervention group predicted positive outcomes (1)
for children's vocabulary skills when compared to participation in the book reading
control group and the no book reading control group (when children initially
demonstrated poorer vocabulary skills) and (2) for more emotionally skilled children's
affective perspective taking skills when compared to participation in the book reading
control group. As previously mentioned, these results were not included in the current
study due to the limitations affiliated with including this group in analyses (e.g., small
sample size, use of a curriculum other than the curriculum in the two larger sites).
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