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Lovett, R. A. (2006). In focus: Faculty and research: The 4Rs: Integrating emotional learning into the grade school curriculum. Retrieved November 13, 2007, from Fordham University, Inside Fordham Web site: http://www.fordham.edu/campus_resources/public_affairs/inside_fordham/septem ber_11_2006/in_focus_faculty_and/the_4rs_emotional_le_23795.asp Makin, L. (2003). Creating positive literacy learning environments in early childhood. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 327-337). London: Sage. McLoyd, V. C. (1990). The impact of economic hardship on black families and children: Psychological distress, parenting, and socioemotional development. Child Development, 61, 311-346. McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185-204. McNamee, A., & Mercurio, M. L. (2007, Spring). Who cares? How teachers can scaffold children‘s ability to care: A case for picture books. Early Childhood Research & Practice, 9. Retrieved October 29, 2007, from http://ecrp.uiuc.edu/v9n1/mcnamee.html Mendez, J. L., Fantuzzo, J., & Cicchetti, D. (2002). Profiles of social competence among low-income African American preschool children. Child Development, 73, 1085- 1100. Miles, S. B., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Development, 77, 103-117. Miller, A. L., Fine, S. E., Gouley, K. K., Seifer, R., Dickstein, S., & Shields, A. (2006). Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers. Cognition and Emotion, 20, 1170-1192. Miller, A. L., Gouley, K. K., Seifer, R., Dickstein, S., & Shields, A. (2004). Emotions and behaviors in the Head Start classroom: Associations among observed dysregulation, social competence, and preschool adjustment. Early Education and Development, 15, 147-165. 212
Miller, A. L., Gouley, K. K., Seifer, R., Zakriski, A., Eguia, M., & Vergnani, M. (2005). Emotion knowledge skills in low-income elementary school children: Associations with social status and peer experiences. Social Development, 14, 637-651. Morningside Center for Teaching Social Responsibility (n.d.). Conflict resolution and diversity programs: The 4Rs program (reading, writing, respect, and resolution). Retrieved November 13, 2007, from http://www.morningsidecenter.org/programs_conflict.html Morrison, F. J., Connor, C. M., & Bachman, H. J. (2006). The transition to school. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2) (pp. 375-394). New York: Guilford. Murphy, B. C., Eisenberg, N., Fabes, R. A., Shepard, S., & Guthrie, I. K. (1999). Consistency and change in children‘s emotionality and regulation: A longitudinal study. Merrill-Palmer Quarterly, 45, 413-444. Neuman, S. B. (2006). The knowledge gap: Implications for early education. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2) (pp. 29-40). New York: Guilford. Pianta, R. C. (2006). Teacher-child relationships and early literacy. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2) (pp. 149-162). New York: Guilford. Pianta, R. C., Hamre, B., & Stuhlman, M. (2003). Relationships between teachers and children. In I. B. Weiner (Series Ed.) & W. M. Reynolds & G. E. Miller (Vol. Eds.), Handbook of child psychology: Vol. 7. Educational psychology (pp. 199- 234). New York: Wiley. Raver, C. C., & Knitze, J. (2002). Promoting the emotional well-being of children and families: Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children. Policy Paper #3. Columbia University, New York: National Center for Children in Poverty. Rocky Mountain SER (n.d.). Rocky Mountain SER/Jobs for Progress, Inc. Retrieved February 18, 2007, from http://www.rmser.org/about.html 213
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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
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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 and 222: Cohen, J., Cohen, P., West, S. G.,
Page 223: Gottman, J. M., Katz, L., & Hooven,
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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