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Denham, S. A., Cook, M., & Zoller, D. (1992). ‗Baby looks very sad‘: Implications of conversations about feelings between mother and preschooler. British Journal of Developmental Psychology, 10, 301-315. Denham, S. A., & Couchoud, E. A. (1990). Young preschoolers‘ understanding of emotions. Child Study Journal, 20, 171-192. Department of Health and Human Services (2007). The 2007 HHS poverty guidelines. Federal Register, 72, 3147-3148. Dickinson, D. K., McCabe, A., & Essex, M. J. (2006). A window of opportunity we must open to all: The case for preschool with high-quality support for language and literacy. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2) (pp. 11-28). New York: Guilford. Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children‘s social and emotional competence: A randomized trial of the preschool ―PATHS‖ curriculum. The Journal of Primary Prevention, 28, 67-91. Evangelou, M., & Sylva, K. (2007). Evidence on effective early childhood interventions from the United Kingdom: An evaluation of the peers early education partnership (PEER). Early Childhood Research & Practice, 9. Retrieved October 30, 2007, from http://ecrp.uiuc.edu/v9n1/evangelou.html Farran, D. C., Aydogan, C., Kang, S. J., & Lipsey, M. W. (2006). Preschool classroom environments and the quantity and quality of children‘s literacy and language behaviors. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2) (pp. 257-268). New York: Guilford. Faul, F., & Erdfelder, E. (1992). GPOWER: A priori, post-hoc, and compromise power analyses for MS-DOS [Computer program]. Bonn, FRG: Bonn University, Dep. of Psychology. Garner, P. W., Jones, D. C., Gaddy, G., & Rennie, K. M. (1997). Low-income mothers‘ conversations about emotions and their children‘s emotional competence. Social Development, 6, 37-52. Gest, S. D., Holland-Coviello, R., Welsh, J. A., Eicher-Catt, D. L., & Gill, S. (2006). Language development subcontexts in Head Start classrooms: Distinctive patterns of teacher talk during free play, mealtime, and book reading. Early Education and Development, 17, 293-315. 210
Gottman, J. M., Katz, L., & Hooven, C. (1997). Meta-emotion: How families communicate emotionally. Mahwah, NJ: Erlbaum. Hall, K. (2003). Effective literacy teaching in the early years of school: A review of evidence. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 315-326). London: Sage. Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74, 1368- 1378. Idaho Literacy Project (Producer). (1991). Read to me: Reading: A vital skill in today’s complex world (VHS Video Cassette Recording). Newark, Delaware: International Reading Association. Jackson, A. P., Brooks-Gunn, J., Huang, C., & Glassman, M. (2000). Single mothers in low-wage jobs: Financial strain, parenting, and preschoolers‘ outcomes. Child Development, 71, 1409-1423. Kirk, R. E. (1995). Experimental design: Procedures for the behavioral sciences (3 rd ed.). Pacific Grove, CA: Brooks/Cole Publishing Company. Linver, M. R., Brooks-Gunn, J., & Kohen, D. E. (2002). Family processes as pathways from income to young children‘s development. Developmental Psychology, 38, 719-734. Lonigan, C. J. (2006). Development, assessment, and promotion of preliteracy skills. Early Education and Development, 17, 91-114. Lonigan, C. J., Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (2006a). Test of Preschool Early Literacy. Austin, TX: PRO-ED. Lonigan, C. J., Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (2006b). Test of Preschool Early Literacy examiner‘s manual. Austin, TX: PRO-ED. Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low- income backgrounds. Early Childhood Research Quarterly, 13, 263-290. 211
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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
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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 and 220: List of References 207
Page 221: Cohen, J., Cohen, P., West, S. G.,
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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