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

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Recall Questions 1. What is the title of this book? [Alexander and the Terrible, Horrible, No Good, Very Bad Day] 2. What are some of the bad things that happened to Alexander in the story? a. [Getting ready for school - Had gum in hair, tripped on skateboard, dropped sweater in sink, didn‘t get a toy in his cereal box] b. [At school - Teacher didn‘t like picture, sang too loud, left out 16 when counting, Paul told Alexander he wasn‘t his best friend anymore, didn‘t get dessert in his lunch] c. [After school - Dentist found a cavity, got foot caught in elevator, fell in mud, brother Nick called Alexander a crybaby, got in trouble for punching Nick, didn‘t get shoes he wanted at shoe store, messed up daddy‘s office, had to eat lima beans for dinner, saw kissing on TV, got soap in his eyes and lost marble during a bath, had to wear railroad-train pajamas he doesn‘t like, Mickey Mouse night light burned out, bit his tongue, cats slept with brother Anthony] 3. How did these bad things make Alexander feel? [angry or related feeling such as frustrated, disappointed] (LABELING EMOTION) What can Alexander do to show that he feels (insert emotions named by children)? (DISCUSSING APPROPRIATE EMOTIONAL EXPRESSION) 4. Where did Alexander say he wanted to go? [Australia] What are some other things that Alexander can do to feel better? (DEALING WITH EMOTION) 5. Have you ever had a bad day? a. What happened? b. How did it make you feel? (LABELING EMOTION) Why did you feel that way? (DISCUSSING CAUSE OF EMOTION) c. It’s OK to feel (insert emotions named by children). (ACCEPTING EMOTION) How can we tell people that we feel bad? (DISCUSSING APPROPRIATE EMOTIONAL EXPRESSION) d. What things can you do to feel better when you have a bad day? (DEALING WITH EMOTION Note. Italics represent emotion-coaching components added to Stony Brook Emergent Literacy Curriculum, and all caps represent emotion-coaching labels. 180
Appendix B Teacher Informed Consent Form PRESCHOOL BOOK READING STUDY ID #: _______________ TEACHER INFORMED CONSENT FORM RESEARCH PROCEDURES This research is being conducted to study differences in teachers‘ book reading styles across classrooms and to test emotional storybooks for social-emotional skills preschool curriculum development. This research is being funded by the American Educational Research Association and the U.S. Department of Education‘s Institute of Education Services. If you agree to participate, you will lead book reading activities with small groups of participating children 3 times per week for approximately 12 weeks. It is estimated that each book reading activity will last no longer than 20 minutes, summing to approximately 1 hour per week for approximately 12 weeks. These activities will be audio taped before and at the beginning, the middle, and the end of the intervention in order to study differences in teachers‘ reading styles across classrooms. Certain aspects of the project cannot be disclosed before data collection, but a full debriefing will take place at the conclusion of the project. You will also be asked to fill out one brief questionnaire during this meeting. It is estimated that this meeting will last between 30 to 45 minutes if conducted in large-group format and between 15 to 20 minutes if conducted in small-group or individual formats. RISKS There are no foreseeable risks for participating in this research. BENEFITS There are no benefits to you as a participant other than to further research in preschool teachers‘ storybook reading styles. CONFIDENTIALITY The data in this study will be confidential. Your name will not be included on the questionnaire or audio tapes. Rather, a code will be placed on the survey and other collected data. Only the researcher will be able to link your survey to your identity through the use of an identification key. Questionnaire and audio taped data will be stored in a locked and secured location, and only the researcher will have access to them. Upon the completion of all coding of the transcripts, the original and copied tapes will be destroyed. PARTICIPATION Your participation is voluntary, and you may withdraw from the study at any time and for 181
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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
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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 and 190: Table 35 Multiple Analyses of Covar
Page 191: when Alexander visited his daddy‘
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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