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

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28. Feather What is this? Feather What is it from? A bird 29. Lock What is this? Lock Why do we use it? To close things, lock the door or bike, to protect things, to keep people from taking things, lock things up 30. Clothes a What is a name for all of these? Clothes Why do you wear them? To keep warm, to go outside, so people can‘t see you without clothes on, to be comfortable 31. Farm a Where could you find all of these? On a farm, in the country, in a barn What is grown there? Corn, vegetables, animals, grass, food, hay 32. Silverware, What is a name for all of these? Silverware, utensils, cutlery Utensils, Cutlery a What are they for? To eat with 33. Animals a What is a name for all of these? Animals What do they all do? Eat, sleep, bite, live in a zoo, live outdoors 34. Pet a What is a name for all of these Pet(s) animals? Why do people have them? To play with, to keep them company, they like them, for pets 35. Handle a What is a name for all of these? Handle(s), holder(s) What is it for? To hold, to lift, to carry a Test booklet page includes four pictures with a common characteristic identified by the test item. 144
Table 6 Cronbach’s Alpha Values for Pre- and Post-Intervention Test of Preschool Early Literacy (TOPEL) Definitional Vocabulary Subtest Scores, Affect Knowledge Test (AKT) Subscale Scores, and Minnesota Preschool Affect Checklist (MPAC) Aggregate Scores Pre-intervention Post-intervention Measure Alpha(Number of items) Alpha(Number of items) TOPEL Definitional Vocabulary subtest .82(68) .81(64) AKT Affective labeling subscale .70(8) .30(6) Affective perspective taking subscale .86(20) .83(20) MPAC Productive aggregate .28(8) .43(7) Negative/frustrated aggregate .58(17) .57(19) Positive aggregate .60(12) .48(10) 145
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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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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
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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 and 154: 141 Table 4 Experimental Design Pre
Page 155: What are they for? To eat, bite, ch
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:
Page 205 and 206: 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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