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

classrooms demonstrated greater affective perspective taking skills than children in full-
day classrooms regardless of experimental group assignment. Children in full-day versus
half-day classrooms might tire more quickly during intervention storybook readings,
particularly if teachers read toward the end of the day.
Regarding social skills, results revealed that children in the intervention group
demonstrated greater productiveness during classroom activities than children in the book
reading control group, perhaps because participation in the intervention group enhanced
productiveness during free play within the classroom context. Conclusions drawn
regarding children‘s social skills should be interpreted with caution, however, given the
lack of strong statistical evidence for observer reliability.
Limitations and Suggestions for Future Research
Perhaps the most notable limitation of the current research is the lack of an
additional control group that did not include storybook readings beyond those required of
Rocky Mountain SER Head Start programming policies. Future research should include
such a group in order to better assess effects of storybook reading participation on
children‘s emergent literacy skills, emotion knowledge, and social skills.
Results revealed differences between the intervention and book reading control
groups that merely approached statistical significance. These findings could be the result
of the minimal intervention preparation and supervision employed. First, teachers
assigned to the intervention group participated in very minimal training on intervention
methods. Training included a very brief presentation of emergent literacy and social-
emotional development, a brief video illustrating dialogic reading techniques, and a brief
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