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138 Table 2 Categorical Demographic Data for Teachers Overall and for Each Experimental Group Assignment All Intervention group Book reading control group Demographic item Frequency Percentage Frequency Percentage Frequency Percentage Ethnicity Hispanic/Latino 22 81.5 11 78.6 11 84.6 Caucasian 5 18.5 3 21.4 2 15.4 Languages spoken English 15 55.6 6 42.9 9 69.2 Bilingual (English and Spanish) 12 a 44.4 a 8 a 57.1 a 4 30.8 Education attained Associate degree 15 55.6 7 50.0 8 61.5 High school degree/GED 6 22.2 2 b 14.3 b 4 c 30.8 c Associate degree and CDA d 4 14.8 3 21.4 1 7.7 Bachelor degree 2 7.4 2 b 14.3 b 0 .0 Degree pursued None 14 51.9 7 50.0 7 53.8 Bachelor degree 8 29.6 4 28.6 4 30.8 Associate degree 4 14.8 2 14.3 2 15.4 CDA d 1 3.7 1 7.1 0 .0 Note. Total teacher n = 27, intervention group n = 14, book reading control group n = 13. a One teacher from this heading was bilingual in English and German. b One teacher from this heading also held a certificate. c Two teachers from this heading also held a certificate. d Child Development Associate credential 138
139 Table 3 Categorical Demographic Data for Children Overall and for Each Experimental Group Assignment All Intervention group Book reading control group Demographic item Frequency Percentage Frequency Percentage Frequency Percentage Gender Male 66 57.9 27 55.1 39 60.0 Female 48 42.1 22 44.9 26 40.0 Ethnicity a Hispanic/Latino 97 85.1 38 77.6 59 90.8 Caucasian 9 7.9 6 12.2 2 3.1 African American 8 7.0 4 8.2 3 4.6 Annual family income bc Under $10,000 41 38.3 19 41.3 22 36.1 $10,000-$19,000 31 29.0 14 30.4 17 27.9 $20,000-$29,000 20 18.7 9 19.6 11 18.0 $30,000-$39,000 11 10.3 4 8.7 7 11.5 $40,000-$49,000 3 2.8 0 .0 3 4.9 Mother education de High school degree/GED 43 37.7 22 44.9 21 32.3 Less than high school degree 25 21.9 10 20.4 15 23.1 Certificate 16 14.0 6 12.2 10 15.4 Associate degree 13 11.4 8 16.3 5 7.7 Bachelor degree 11 9.6 3 6.1 8 12.3 Not present 4 3.5 0 .0 4 6.2 Father education f Not present 49 43.0 25 51.0 24 36.9 139
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Dialogic Reading with Emotion-Laden
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Dedication This is dedicated to the
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Annette Alcon Lorene Lucero Tracy A
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Table of Contents Page List of Tabl
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Appendices ........................
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Abstract DIALOGIC READING WITH EMOT
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1. Introduction Improving both lite
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2. Literature Review Literacy Devel
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skills. The model includes four key
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(i.e., education and experience), a
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school-aged years. Demonstrating co
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interest; direct teaching of word r
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Literacy Prevention and Interventio
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ended prompts, or statements encour
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delayed children (Crain-Thoreson &
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implemented social-emotional preven
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contempt, and fear. Dyads were then
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families that interact with a child
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exposure to both acute and chronic
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In Garner et al.‘s (1997) study,
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1. Books should be developmentally
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Social-Emotional Prevention and Int
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Denham and Burton‘s (1996) social
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effectively manage the emotional ex
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children‘s literacy and social-em
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centered approach. Cluster analyses
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Intervention Programs and Curricula
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PEEP programming supplemented child
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In addition to enhancing emergent l
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intervention aimed to enhance the d
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month, Whitehurst et al., 1988; 7 m
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efficacy of the use of a dialogic r
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additional adult present for larger
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asis; and some classrooms included
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oth English and Spanish. Approximat
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Experimental Design and Procedure T
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At the time that children were recr
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score of 0 for incorrect responses
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questioning for each child (Denham
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the affective labeling and affectiv
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Focused Use of Personal Energy item
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was not participating in the resear
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esearchers again began successively
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prepare anything for meetings. Teac
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informational video on the importan
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names of participating children) be
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Table 16 includes the intervention
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teachers were instructed to complet
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program implementation to assess in
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Page 101 and 102: 4. Results Exploratory Data Analyse
Page 103 and 104: storybook readings, assistant teach
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Page 107 and 108: An independent samples t-test inclu
Page 109 and 110: In order to determine whether there
Page 111 and 112: Results indicated that there was no
Page 113 and 114: intervention TOPEL Definitional Voc
Page 115 and 116: storybook readings positively predi
Page 117 and 118: Results also revealed findings for
Page 119 and 120: subscale ranges, indicating that te
Page 121 and 122: independent variables will simply b
Page 123 and 124: (∆R 2 step two = .01, ns). Only p
Page 125 and 126: This inclusion of a covariate adjus
Page 127 and 128: Results also revealed a main effect
Page 129 and 130: 5. Discussion The present study ass
Page 131 and 132: positively predicted children‘s p
Page 133 and 134: may have been at work, particularly
Page 135 and 136: day schedules and because teachers
Page 137 and 138: engaged in storybook discussions. T
Page 139 and 140: dialogic reading techniques as cost
Page 141 and 142: introduction to intervention storyb
Page 143 and 144: enefits. Further, because storybook
Page 145 and 146: Education and Educational Policy Im
Page 147 and 148: statistically significant mean diff
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Page 153 and 154: 141 Table 4 Experimental Design Pre
Page 155 and 156: What are they for? To eat, bite, ch
Page 157 and 158: Table 6 Cronbach’s Alpha Values f
Page 159 and 160: Item 6 The child shows very negativ
Page 161 and 162: to another‘s emotional display (u
Page 163 and 164: Table 9 Rotated Component Matrix fo
Page 165 and 166: Table 11 Intercorrelations Between
Page 167 and 168: Table 13 Minnesota Preschool Affect
Page 169 and 170: Table 15 Differences Between and Si
Page 171 and 172: Table 17 Teacher Attitudes about So
Page 173 and 174: Table 19 Descriptive Data for Inter
Page 175 and 176: Table 21 Percentages of Storybook R
Page 177 and 178: Table 23 Hierarchical Regression An
Page 181 and 182: Table 27 Beta Values for Statistica
Page 187 and 188: Table 33 Analysis of Covariance Bet
Page 189 and 190: Table 35 Multiple Analyses of Covar
Page 191 and 192: when Alexander visited his daddy‘
Page 193 and 194: Appendix B Teacher Informed Consent
Page 195 and 196: Appendix C Parent Informed Consent
Page 197 and 198: Appendix D PARENT QUESTIONNAIRE Nam
Page 199 and 200: 19. Stove What is this? .18 .31 Wha
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Appendix G Affect Knowledge Test (D
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6. [sibs] A. HAPPY: Nancy/Johnny:
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Appendix H Corrected Item-Total Cor
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Acts pouty or sullen -.02 .38 Displ
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Appendix K Stony Brook Emergent Lit
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You will need to make up your own o
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Second, emotion-coaching parents se
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Appendix N Guidelines for Weekly St
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Spending time on SDP lessons takes
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List of References 207
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Cohen, J., Cohen, P., West, S. G.,
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Gottman, J. M., Katz, L., & Hooven,
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Miller, A. L., Gouley, K. K., Seife
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Yeung, W. J., Linver, M. R., & Broo
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Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

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