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

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Prompts are not always necessary. If a child says something spontaneous about a book, then follow that by evaluation, expansion, and repetition. This is just a PEER sequence without the initial prompt. The child begins it instead of the adult. There are five types of prompts that are used in dialogic reading to begin PEER sequences. You can remember these prompts with the acronym CROWD. C ompletion R ecall O pen-ended W h- D istancing For completion prompts, you leave a blank at the end of a sentence and have the child fill it in (e.g., Roses are red, violets are blue, sugar is sweet, and so are _____). These are typically used in books with rhyme or books with repetitive phrases. Completion prompts provide children with information about the structure of language that is critical to later reading. Recall prompts are questions about what happened in a book a child has already read (e.g., What happened to the red engine?). Recall prompts work for nearly everything except alphabet books. Recall prompts help children in understanding story plot and in describing sequences of events. Recall prompts can be used not only at the end of a book, but also at the beginning of a book when a child has been read that book before. Open-ended prompts focus on the pictures in books (e.g., Tell me what‘s happening on this page). They work best for books that have rich, detailed illustrations. Open-ended prompts help children increase their expressive fluency and attend to detail. Wh- prompts are usually what, were, when, why, and how questions (e.g., What is this called?). Like open-ended prompts, Wh- prompts focus on the pictures in books. Their primary function is to teach children new vocabulary. Distancing prompts ask children to relate the pictures or words in the book they are reading to experiences outside the book (e.g., Rotten Ralph did things he shouldn‘t do. Have you ever done anything you weren‘t supposed to do?). Distancing prompts help children form a bridge between books and the real world, as well as helping with verbal fluency, conversational abilities, and narrative skills. Remember that dialogic reading interactions are PEER sequences. You prompt the child, evaluate the response, expand what the child has said, and repeat the prompt/evaluate sequence to test what the child has learned. You start a peer sequence with one of the types of prompts from the CROWD collection: completion, recall, open, Wh-, or distancing. Remember that dialogic reading is not only the questions (the prompt), it is also how you follow up the child‘s answer—the whole PEER sequence. Once you have become accustomed to reading dialogically, you will become skillful at constructing your own prompts. Books will contain hints for prompts on each page and at the end of the book. 198
You will need to make up your own open-ended and distancing prompts. They are very important. Don’t forget them. Dialogic reading is just children and adults having a conversation about a book. Children will enjoy dialogic reading more than traditional reading as long as you mix up your prompts with straight reading, vary what you do from reading to reading, and follow the child‘s interest. Keep it light. Don‘t push children with more prompts than they can handle happily. Keep it fun! Bookends—Introducing Books The CROWD prompts and PEER sequences we have described to you for dialogic reading should be used while reading a book with a small group of children for repeated readings spread out over several days. Your procedures should differ when you read the book the first time, and after children have mastered the book. We call these bookends because they come at the beginning and end of the classroom curriculum for a book. The first reading of a book should consist much more of straight reading than prompting so that children can be exposed to the story that the book conveys. Children should be oriented to the book the first time with a few comments about the cover and title. Scheduling Dialogic Reading Each child in a classroom should receive at least 10-15 minutes of dialogic reading time 3 days per week. Children are exposed to a single book at least 3 times over a 5-day period. One book will be provided to you each week. All lead teachers, assistant teachers, and teaching assistants are welcome to read books with participating children. The first day of a week-long sequence of dialogic reading is devoted to introducing the book. The next 2 days are devoted to small-group dialogic reading. You may read with children for the remaining 1-2 days of the week if you wish. Each small group should have no more than 5 children in it. A typical reading session should last for 10-15 minutes per group. One model for small group reading involves a floating assistant who moves from classroom to classroom to manage children who are not involved in reading while the teacher or assistant conducts the small group reading sessions. This is the model that will be used for this study. Reference Whitehurst, G. J. (1994). The Stony Brook emergent literacy curriculum. Unpublished manuscript. 199
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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
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Education and Educational Policy Im
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statistically significant mean diff
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137 Table 1 Continuous Demographic
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139 Table 3 Categorical Demographic
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141 Table 4 Experimental Design Pre
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What are they for? To eat, bite, ch
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Table 6 Cronbach’s Alpha Values f
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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 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: Appendix K Stony Brook Emergent Lit
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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