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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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eading control group assignment) an
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An independent samples t-test inclu
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In order to determine whether there
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Results indicated that there was no
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intervention TOPEL Definitional Voc
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- Page 129 and 130: 5. Discussion The present study ass
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- Page 145 and 146: Education and Educational Policy Im
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- Page 149 and 150: 137 Table 1 Continuous Demographic
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- 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
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- Page 173 and 174: Table 19 Descriptive Data for Inter
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- Page 181 and 182: Table 27 Beta Values for Statistica
- Page 183 and 184: Table 29 Hierarchical Regression An
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- Page 187 and 188: Table 33 Analysis of Covariance Bet
- Page 189 and 190: Table 35 Multiple Analyses of Covar
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- 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
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- Page 201 and 202: Appendix G Affect Knowledge Test (D
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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