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Table 22 Descriptive Data for Intervention Storybook Readings Completed for Children Assigned to the Intervention and Book Reading Control Groups Group n Head Start attendance Number of intervention readings attended M SD Range M SD Range All children 114 - - - 25.72 7.25 6-36 Full-day classroom children 42 54.55 6.37 37-63 22.71 8.14 6-36 Half-day classroom children 72 40.69 6.00 20-49 27.47 6.08 11-36 Intervention group children 49 43.86 8.73 20-62 25.35 8.00 6-36 Book reading control group children 65 47.26 9.13 28-63 26.00 6.69 11-36 164
Table 23 Hierarchical Regression Analysis for Effects of Teacher Compliance with Intervention Methods on Post-Intervention TOPEL Definitional Vocabulary Scores Independent variable B SE B β Step 1 Pre-intervention TOPEL Definitional Vocabulary .48 .06 .58**** Effect code .76 .46 .13 † Step 2 Pre-intervention TOPEL Definitional Vocabulary .51 .06 .61**** Effect code .01 .69 .00 Mean scores for book reading log item 2.33 1.05 .18* Children‘s storybook reading participation -.00 .07 -.00 Mean storybook reading length .31 .16 .23 † Note. Adjusted R 2 = .36, p < .001 for Step 1; ∆R 2 = .07, p < .005 for Step 2. † p < .10, *p < .05, ***p < .005, ****p < .001. 165
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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
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Results also revealed findings for
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subscale ranges, indicating that te
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independent variables will simply b
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(∆R 2 step two = .01, ns). Only p
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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
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 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: Table 21 Percentages of Storybook R
Page 179 and 180: Table 25 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
Page 219 and 220: List of References 207
Page 221 and 222: Cohen, J., Cohen, P., West, S. G.,
Page 223 and 224: Gottman, J. M., Katz, L., & Hooven,
Page 225 and 226: Miller, A. L., Gouley, K. K., Seife
Page 227 and 228:
Yeung, W. J., Linver, M. R., & Broo
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