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

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Appendix A Example Book Guide Adapted from Whitehurst (1994) Alexander and the Terrible, Horrible, No Good, Very Bad Day By Judith Viorst Summary of the story Nothing seems to go right on this day for a boy named Alexander! Introducing the story for the first time 1. Read the title of the book from the cover while pointing to each word with your finger. Get children to repeat the title as you point to each word. 2. Point to Alexander on the cover and tell the children his name. Ask the children, ―How do you think Alexander feels?‖ [angry or related feeling such as grouchy, frustrated, disappointed] (LABELING EMOTION) 3. Ask the children, ―Have you ever had a bad day? How did it make you feel?‖ (DISTANCING PROMPT) Reading the story for the first time 1. Read the words to the story on each page, moving your finger under the words as you read. 2. After reading pages with negative events, ask children, ―What happened to Alexander now?‖ or ―What‘s going on here?‖ Then ask children, ―How do you think that made Alexander feel?‖ (LABELING EMOTION) ―Why does he feel this way?‖ (DISCUSSING CAUSE OF EMOTION) Recalling the story At the end of the book, get children to recall the story using the recall prompts that are pasted on the last page. Continue to ask these questions when you read the book again until the children know the answers without help. Reading the book again and again 1. Give open-ended prompts on each page (e.g., ―What‘s happening on this page?‖ ―How does Alexander feel now?‖). (LABELING EMOTION) Do less reading of the words to the story each time you read it. Leave more to the children. 2. Give Wh- prompts about objects or activities in the pictures (e.g., ―What is Alexander‘s lunch missing?‖ [dessert] ―Why is Alexander upset?‖ (DISCUSSING CAUSE OF EMOTION) ―What happened 178
when Alexander visited his daddy‘s office?‖ [Alexander played with copy machine, knocked over books on desk, played with phone]). Evaluate the children‘s responses. Expand if incorrect by giving correct responses. Ask the children to repeat the responses. If the children need help in answering a Wh- question, ask that question again the next time you read the book. Good words to ask about are pasted on pages of the book. 3. Ask children, ―How can Alexander tell others that he is upset?‖ (DISCUSSING APPROPRIATE EMOTIONAL EXPRESSION) ―What are some things he can do to feel better?‖ (DEALING WITH EMOTION) Note. Italics represent emotion-coaching components added to Stony Brook Emergent Literacy Curriculum, and all caps represent emotion-coaching labels. 179
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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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This inclusion of a covariate adjus
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Results also revealed a main effect
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5. Discussion The present study ass
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positively predicted children‘s p
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may have been at work, particularly
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day schedules and because teachers
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engaged in storybook discussions. T
Page 139 and 140: dialogic reading techniques as cost
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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 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: Table 35 Multiple Analyses of Covar
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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Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

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