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

significant predictors of children‘s vocabulary skills, emotion knowledge, and
productiveness in the classroom irrespective of children‘s pre-intervention scores and
experimental group assignment. Results revealed that distinct facets of the storybook
reading context influenced children‘s outcomes.
Teachers‘ skills in discussing emotions with children significantly predicted
children‘s post-intervention vocabulary skills, suggesting that teachers‘ reading skills,
beyond children‘s mere exposure to literacy materials and regardless of storybook
content, enhanced children‘s emergent literacy. Previous research has shown that
mothers‘ engaging children in high-quality literacy interactions, including the use of
interaction and teaching children during book reading, was related to children‘s
expressive vocabularies (Britto, 2001). Further, Aydogan (2004; as cited in Farran et al.
2006) reported that children listened to and talked more with teachers who were
characterized as warmer (i.e., demonstrated affection and care for children, demonstrated
interest in children‘s activities, created a positive social environment, attempted to
enhance children‘s self-esteem and confidence), used more responsive language, and
introduced new vocabulary to children during instruction. Mirroring these positive social-
emotional qualities of the classroom environment, the emotional nature of storybook
content may have prompted teachers to affectively respond to children‘s questions and
comments about the emotions depicted in the storybooks; in turn, children may have been
more engaged in storybook discussions.
Regarding emotion knowledge, children‘s storybook reading participation, but
neither mean scores for the book reading log item nor mean storybook reading length,
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