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

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Table 5 Test of Preschool Early Literacy Items Composing the Definitional Vocabulary Subtest Items Questions Correct responses Practice items A. Cat What is this? Cat, kitty, kitten B. Shoe What is this? Shoe, boot What do you put it on? Your foot C. Cake What is this? Cake What do you do with it? You eat it. Test items 1. Bed What is this? Bed What is it for? Sleep on, lie on 2. Airplane What is this? Airplane, plane, jet What does it do? Fly, goes up in the sky 3. Monkey What is this? Monkey Where does it live? In the jungle, zoo, tree, Africa, forest 4. Door What is this? Door What does it do? Open(s), close(s), shut(s), keep(s) things out 5. Telephone What is this? Telephone, phone What is it for? To call or talk to someone 6. Key What is this? Key What is it for? To lock/unlock door, start a car, use for opening lock 7. Turtle What is this? Turtle Is it fast or slow? Slow 8. Bus What is this? Bus, school bus What is it for? To ride on, drive you to school, take you to bus stop, pick up people 9. Boat What is this? Boat or type of boat if accurate Where does it go? In the water, river, lake 10. Ladder What is this? Ladder What is it for? To climb up 11. Pig What is this? Pig Where does it live? In a pen, on a farm, in mud, in a zoo 12. Teeth What are these? Teeth 142
What are they for? To eat, bite, chew with; for talking 13. Shovel What is this? Shovel What is it for? To dig with, shovel with, scoop 14. Circle What shape is this? Circle, round, ball Name another shape Triangle, square, etc. 15. House What is this? House, home What is it for? To live in, sleep in, protect you from the weather 16. Squirrel What is this? Squirrel What does it like to climb? Tree(s), bush(es), house(s), telephone pole(s) 17. Fly a What can all of these do? Fly What do they use to fly? Wings 18. Pancake What is this? Pancake(s) What do you put on it? Syrup, honey, butter 19. Stove What is this? Stove, oven What is it for? To cook things or food 20. Ear What is this? Ear(s) What is it for? To hear, to listen 21. Sheep What are these? Sheep, lamb(s) What sound do they make? Baa 22. Envelope What is this? Envelope, letter, mail What is inside it? Paper, letter, card, mail, invitation, check, bill 23. Pocket What is this? Picket(s) What is it for? Put hands in, hold something, put stuff in 24. Flower What is this? Flower Why do people grow them? They are pretty to look at, they look nice, people like the smell, to pick them, to display 25. Button What is this? Button(s) What is it for? To open/close shirt, button up shirt, snapping closed, buttoning 26. Fruit a What is a name for all of these? Fruit(s) What do you do with them? Eat them 27. Money a What is a name for all of these? Money What is it for? To buy things, to spend, paying, buying 143
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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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anged from 37 to 117, with high sco
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4. Results Exploratory Data Analyse
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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
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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
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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
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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
Page 149 and 150: 137 Table 1 Continuous Demographic
Page 151 and 152: 139 Table 3 Categorical Demographic
Page 153: 141 Table 4 Experimental Design Pre
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
Page 201 and 202: Appendix G Affect Knowledge Test (D
Page 203 and 204: 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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