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

variability in teacher‘s emotion coaching storybook reading language, both within and
between experimental groups, and the effects of such language on children‘s emergent
literacy and social-emotional outcomes. Such a study could determine whether or not the
within- and between-classroom variability with which intervention methods were
implemented contributed to the ineffectiveness of intervention methods.
Second, future implementations of intervention methods could be altered in
efforts to further simultaneously enhance children‘s emergent literacy and social-
emotional skills. The Stony Brook Emergent Literacy Curriculum (see Whitehurst, 1992),
for instance, includes interactive activities such as acting out storybook content in the
classroom. Children could also create artwork reconstructing emotions and emotional
contexts depicted in storybooks. In the current study, some teachers reported relating
storybook content to emotions that children displayed in the classroom and also
discussing content from one storybook while reading other intervention storybooks
depicting similar emotions. Further integrating emotion-laden storybook content into
other facets of the preschool curriculum could reinforce emotional instruction in
interesting activities holding children‘s attention. Intervention implementation could also
include storybook reading in children‘s homes as well as in their classrooms. Previous
research by Whitehurst and colleagues (see Lonigan & Whitehurst, 1998) has
demonstrated positive effects when implementing storybook reading within both
contexts. Future research implementing methods in this study should attempt to replicate
positive intervention effects in both contexts simultaneously in order to enhance
intervention efficacy.
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