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

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Table 14 Descriptive Statistics for Pre- and Post-Intervention Test of Preschool Early Literacy (TOPEL), Affect Knowledge Test (AKT), and Minnesota Preschool Affect Checklist (MPAC) Scores Scale or aggregate M SD Range Total possible score range Pre-intervention scores TOPEL Definitional Vocabulary scores 47.97 7.21 28-61 0-70 AKT scores Affective labeling 13.83 2.03 6-16 0-8 Affective perspective taking 35.68 4.82 15-40 0-40 MPAC scores Productive aggregate 6.44 .76 4-8 - Negative/frustrated aggregate 3.04 2.70 0-13 - Positive aggregate 6.89 2.21 1-12 - Post-intervention scores TOPEL Definitional Vocabulary scores 52.78 6.07 30-65 0-70 AKT scores Affective labeling 15.11 1.05 12-16 0-8 Affective perspective taking 38.17 2.71 29-40 0-40 MPAC scores Productive aggregate 6.31 .67 4-8 - Negative/frustrated aggregate 2.61 2.25 0-11 - Positive aggregate 6.52 1.98 1-11 - 156
Table 15 Differences Between and Similarities of Teacher Training Meetings Training component No book reading control group Intervention group Differences between meetings Literacy Idaho Literacy Project video Stony Brook Curriculum discussion - Stony Brook Curriculum video Social-emotional Curriculum discussion Emotion coaching discussion Literacy and social-emotional - Altered storybook discussion - Altered storybook perusal Similarities between meetings a Research goals Examine differences in teachers‘ storybook reading styles Pilot testing storybooks for social-emotional curriculum development Intervention instructions List of emotion-laden storybooks included in the study Specific intervention method instruction a No distinction across experimental groups 157
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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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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 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: Table 13 Minnesota Preschool Affect
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
Page 207 and 208: Acts pouty or sullen -.02 .38 Displ
Page 209 and 210: Appendix K Stony Brook Emergent Lit
Page 211 and 212: You will need to make up your own o
Page 213 and 214: Second, emotion-coaching parents se
Page 215 and 216: Appendix N Guidelines for Weekly St
Page 217 and 218: 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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