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List of References Ahn, H. J., & Stifter, C. (2006). Child care teachers‘ responses to children‘s emotional expression. Early Education and Development, 17, 253-270. Ambike, A. (2008). Development of a questionnaire assessing teacher attitudes about social and emotional learning. Unpublished master‘s thesis, University of Maryland, Baltimore County. Ambike, A., & Schultz, D. (2007). Teacher Attitudes about Social and Emotional Learning (TASEL). Unpublished measure, University of Maryland, Baltimore County. Arnold, D. S., & Whitehurst, G. J. (1994). Accelerating language development through picture book reading: A summary of dialogic reading and its effect. In D. Dickinson (Ed.), Bridges to literacy: Children, families, and schools (pp. 103- 128). Cambridge, MA: Blackwell. Beard, R. (2003). Uncovering the key skills of reading. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 199-208). London: Sage. Biemiller, A. (2006). Vocabulary development and instruction: A prerequisite for school learning. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2) (pp. 41-51). New York: Guilford. Britto, P. R. (2001). Family literacy environments and young children‘s emerging literacy skills. Reading Research Quarterly, 36, 346-347. Caprara, G. V., Barbaranellli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children‘s academic achievement. Psychological Science, 11, 302-306. Clark, P., & Kragler, S. (2005). The impact of including writing materials in early childhood classrooms on the early literacy development of children from low- income families. Early Child Development and Care, 175, 285-301. 208
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Mahwah, NJ: Erlbaum. Committee for Children (2006). Woven Word: Early literacy for life. Retrieved October 1, 2007, from http://www.cfchildren.org.uk/ukcfc/wwf/wwindex/ Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92, 458- 465. Crain-Thoreson, C., & Dale, P. S. (1999). Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays. Topics in Early Childhood Special Education, 19, 28-39. Denham, S. A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child Development, 57, 194-201. Denham, S. A. (1998). Emotional development in young children. New York: Guilford Press. Denham, S. A. (2005). The emotional basis of learning and development in early childhood education. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (2nd ed., pp. 85-103). Mahwah, NJ: Erlbaum. Denham, S. A. (2006a). Puppet manual. Unpublished manuscript, George Mason University: Fairfax, VA. Denham, S. A. (2006b). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17, 57-89. Denham, S. A., & Auerbach, S. (1995). Mother-child dialogue about emotions and preschoolers‘ emotional competence. Genetic, Social, and General Psychology Monographs, 121, 311-337. Denham, S. A., & Burton, R. (1996). A social-emotional intervention for at-risk 4-year- olds. Journal of School Psychology, 34, 225-245. Denham, S. A., & Burton, R. (2003). Social and emotional prevention and intervention programming for preschoolers. New York: Kluewer Academic/Plenum Publishers. 209
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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
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Table 9 Rotated Component Matrix fo
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Table 11 Intercorrelations Between
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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 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: List of References 207
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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