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

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questionnaires, and your child‘s name will not be written on the questionnaires or audio tapes. Instead, a code will be written on the survey and other data. Only the researcher will be able to link your data to your identity with an identification key. All data will be stored in a locked and secured location, and only the researcher will have access to them. When all coding of audio tape content is done, all tapes will be destroyed. PARTICIPATION Your participation and your child‘s participation are voluntary, and you may choose to leave the study at any time and for any reason. If you decide not to participate or leave the study, you will not lose anything. There are no costs to you or your child. CONTACT This project is being done by Melissa Mincic, M.A., of the Psychology Department at George Mason University. You can contact her at (703) 772-3169 for questions or to report a problem with the study. You may also contact Dr. Susanne Denham, Ms. Mincic‘s academic advisor at George Mason University, at (703) 993-1378 (work) or (703) 798-5574 (home) for questions or to report a problem with the study. You may contact the George Mason University Office of Research Subject Protections at 703-993- 4121 if you have questions or comments about your rights or your child‘s rights in the study. This project has been reviewed according to George Mason University procedures governing your participation in this research. CONSENT I have read this form and agree to participate in this study ______________________________ ______________________________ Name Date of Signature 184
Appendix D PARENT QUESTIONNAIRE Name: ___________________________________________ Subject # ______________________________________ Please circle the emotion you think your child would be most likely to display in the following situations: (If you have not seen a situation, try to predict what your child would feel.) 1. Coming to preschool. Happy Sad 2. Going to the airport, seeing the airplane, etc., but also seeing a parent off on a trip. Happy Sad 3. What is your child‘s favorite food, which makes him/her very happy? ____________ Least favorite ___________ 4. Coming in from playing outside when you call him/her for dinner. Happy Angry 5. Seeing a big although friendly dog. Happy Afraid 6. Going into the water at the swimming pool. Happy Afraid 7. Some other kids would not let him/her play. Angry Sad 8. He/she is told that he/she has to stay home while everyone else in the family goes to get ice cream. Angry Sad 9. A brother or sister punches him/her, and says that if he/she tells Mom or dad, they will hit him/her again. Angry Afraid 10. Getting a spanking. Angry Afraid 11. After doing something naughty, a parent says if they do it again, they will have to be punished. Sad Afraid 12. Experiencing the death of a fairly close friend or member of the extended family. Sad Afraid 185
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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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introduction to intervention storyb
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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 and 192: when Alexander visited his daddy‘
Page 193 and 194: Appendix B Teacher Informed Consent
Page 195: Appendix C Parent Informed Consent
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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