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

engaged in storybook discussions. These possible circumstances could explain the lack of
statistical significance using regression-based analytical techniques but the detection of
statistically significant mean differences between the intervention and book reading
control groups using ANOVA-based analytical techniques. Perhaps slighter differences
between intervention and book reading control group teachers‘ storybook reading
techniques were detectable when examining groups means but not when determining
causality of intervention methods on children‘s outcomes.
Classroom and Experimental Group Assignment
Because both the intervention and book reading control groups included teachers
and children assigned to both full- and half-day classrooms, the final research question
investigated differences between experimental group assignment and Head Start
programming dosage. Results revealed statistically significant findings for children‘s
emergent literacy skills, emotion knowledge, and social skills. First, supporting the use of
dialogic reading techniques during storybook reading, findings demonstrated that
children in classrooms assigned to the intervention group had stronger vocabulary skills
than children in classrooms assigned to the book reading control group. The same results,
however, were not found for regression-based analytical techniques despite the inclusion
of only slightly different variables than ANOVA-based analyses and the fact that both
ANOVA- and regression-based approaches are part of the general linear model.
In order to examine whether or not ANOVA- and regression-based analyses‘
controlling for different variables may have lead to these varying results, ANCOVA,
MANCOVA, and hierarchical regression analyses were rerun, all controlling for the same
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