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

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Appendix M Preschool Book Reading Study Log Teacher name: ___________________________________________ Date: _________________ Book read: ______________________________________________ Time started: ___________ Participating children: 1. ________________________________________________________________________ 2. ________________________________________________________________________ 3. ________________________________________________________________________ 4. ________________________________________________________________________ 5. ________________________________________________________________________ Your opinion of today‘s book: 1 2 3 4 5 Didn‘t like at all Didn‘t like, didn‘t dislike Very much liked Notes/comments about today‘s book: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Your opinion of children‘s level of engagement during book reading: 1 2 3 4 5 Not at all Engaged at times Very much engaged How skillfully do you think you discussed emotions with children during the storybook reading? 1 2 3 4 5 Not very skillfully Somewhat skillfully Very skillfully Notes/comments about today‘s book reading: _________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Time ended: ___________ 202
Appendix N Guidelines for Weekly Storybook Readings Instructions 1. Read storybooks using the techniques discussed with groups of up to five children three times per week. This totals six storybook reading sessions per week for each classroom. Half-day classrooms have up to five children participating in each class. Full-day classrooms have up to ten children participating. You are welcome to conduct these book reading sessions wherever you’d like, whether it be in an isolated corner of your classroom or somewhere outside the classroom (e.g., Seton library, outdoors). For full-day classrooms, it may be best to include five children in the a.m. book reading group and include the remaining children in the p.m. book reading group in the event that any participating child leaves Head Start before the end of the day. This can help to ensure maximum participation from all children. For full-day classrooms, please do your best to complete these from Monday through Thursday. I will come around to each classroom on Friday to check in, collect book reading logs for the week, and give you new book reading logs for the following week. 2. Conduct only one book reading session per small group of children per day. If you fall behind in storybook readings, you can make up the session during the following week to maintain an average of three storybook reading sessions per week. Read storybooks with participating children only. Do not to read the storybooks I provide you to the entire class during story time. Throughout Storybook Reading Period 1. I will provide each teacher one book plus book reading logs on Fridays. 2. I and additional volunteers will volunteer in classrooms to help occupy non-participating children. Can read stories to non-participants if you believe that they feel left out. Scheduling of book readings can help ensure more extensive coverage. 3. Three additional audio tapings during book reading sessions will be conducted to investigate differences in teachers‘ reading styles across classrooms. a. Beginning of January (Approximately 01/14-01/25) b. Mid-February (Approximately 02/11-02/22) c. Late March (Approximately 03/17-03/26) And, most importantly, please, please let me know if there is anything I can do to help you achieve these goals, pretty please! I am more than happy to help however I can! Note. Italics represent content added to instructions provided during teacher meetings. 203
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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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Item 6 The child shows very negativ
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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 and 210: Appendix K Stony Brook Emergent Lit
Page 211 and 212: You will need to make up your own o
Page 213: Second, emotion-coaching parents se
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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