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these three principles dictate that the roles of adults and children are reversed, such that children play the role of storyteller and adults become active listeners. During the story, adults facilitate discussion of storybook content with children by asking questions, adding information about the story to the discussion, and prompting children to think about the story in more sophisticated ways. Adults praise children for and repeat their responses to questions asked, and they encourage children to provide more sophisticated responses to questions by expanding on the child‘s utterances and by asking more challenging questions. Techniques can be varied to best suit children‘s developmental needs, such that younger children and children with poor vocabulary skills can be questioned about objects, actions, and story events; and older children and children with good language skills can be questioned about the general story or about links between the story and their own lives (Lonigan, 2006). In an attempt to increase 4-year-old Head Start children‘s language skills, linguistic awareness, and print knowledge, Whitehurst et al. (1994) implemented a curriculum including two primary components: Dialogic reading techniques were used in the classroom and parents were encouraged to read with their children at home, and a program focused on phonemic language structures and relations between phonemes and letters was introduced into classrooms. Teachers and parents were trained in dialogic reading techniques using a video-based format. Specifically, two acronyms were introduced in order to remind them of dialogic reading techniques: CROWD and PEER. CROWD reminded them to use Completion prompts, or fill-in-the-blank questions; Recall prompts, or questions encouraging children to remember storybook facts; Open- 14
ended prompts, or statements encouraging children to discuss the story; Wh-prompts, or questions asking ‗What?‘, ‗Where?‘, and ―Why?‘ about the story; and Distancing prompts, or questions encouraging children to relate storybook content to their own lives. A second acronym, PEER, was provided to remind teachers and parents of these five types of questions: Prompting children to discuss the story, Evaluating children‘s responses, Expanding children‘s prompts through additional information and repetition, and encouraging children to Repeat their own elaborated responses to questions regarding storybook content. Children participated in dialogic reading for approximately 7 months and the intervention program focused on phonemic awareness and relations between phonemes and letters for approximately 4 months. A principal components analysis including items of the Peabody Picture Vocabulary Test, the Expressive One Word Picture Vocabulary Test, the expressive subscale of the Illinois Test of Psycholinguistic Abilities, and 18 Developing Skills Checklist (DSC) subscales revealed four factors: language, writing, linguistic awareness, and print concepts. Results revealed that children in the intervention group outperformed children in the control group on nearly every subtest. Statistically significant, medium effect sizes were found for children‘s writing skills (Cohen‘s d = .52) and print concepts knowledge (Cohen‘s d = .62) at post-test. Intervention effects on children‘s language skills and linguistic awareness, however, did not reach statistical significance. Whitehurst et al. (1994) attributed this lack of statistical significance to less frequent uses of advanced dialogic reading techniques (e.g., using distancing prompts and open-ended questions) by teachers in the intervention condition. Also, variability in 15
Page 1 and 2: Dialogic Reading with Emotion-Laden
Page 3 and 4: Dedication This is dedicated to the
Page 5 and 6: Annette Alcon Lorene Lucero Tracy A
Page 7 and 8: Table of Contents Page List of Tabl
Page 9 and 10: Appendices ........................
Page 11 and 12: Abstract DIALOGIC READING WITH EMOT
Page 13 and 14: 1. Introduction Improving both lite
Page 15 and 16: 2. Literature Review Literacy Devel
Page 17 and 18: skills. The model includes four key
Page 19 and 20: (i.e., education and experience), a
Page 21 and 22: school-aged years. Demonstrating co
Page 23 and 24: interest; direct teaching of word r
Page 25: Literacy Prevention and Interventio
Page 29 and 30: delayed children (Crain-Thoreson &
Page 31 and 32: implemented social-emotional preven
Page 33 and 34: contempt, and fear. Dyads were then
Page 35 and 36: families that interact with a child
Page 37 and 38: exposure to both acute and chronic
Page 39 and 40: In Garner et al.‘s (1997) study,
Page 41 and 42: 1. Books should be developmentally
Page 43 and 44: Social-Emotional Prevention and Int
Page 45 and 46: Denham and Burton‘s (1996) social
Page 47 and 48: effectively manage the emotional ex
Page 49 and 50: children‘s literacy and social-em
Page 51 and 52: centered approach. Cluster analyses
Page 53 and 54: Intervention Programs and Curricula
Page 55 and 56: PEEP programming supplemented child
Page 57 and 58: In addition to enhancing emergent l
Page 59 and 60: intervention aimed to enhance the d
Page 61 and 62: month, Whitehurst et al., 1988; 7 m
Page 63 and 64: efficacy of the use of a dialogic r
Page 65 and 66: additional adult present for larger
Page 67 and 68: asis; and some classrooms included
Page 69 and 70: oth English and Spanish. Approximat
Page 71 and 72: Experimental Design and Procedure T
Page 73 and 74: At the time that children were recr
Page 75 and 76: 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
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Table 19 Descriptive Data for Inter
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Table 21 Percentages of Storybook R
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Table 23 Hierarchical Regression An
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Table 27 Beta Values for Statistica
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Page 185 and 186:
Page 187 and 188:
Table 33 Analysis of Covariance Bet
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Table 35 Multiple Analyses of Covar
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when Alexander visited his daddy‘
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Appendix B Teacher Informed Consent
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Appendix C Parent Informed Consent
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Appendix D PARENT QUESTIONNAIRE Nam
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19. Stove What is this? .18 .31 Wha
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Appendix G Affect Knowledge Test (D
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6. [sibs] A. HAPPY: Nancy/Johnny:
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Appendix H Corrected Item-Total Cor
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Acts pouty or sullen -.02 .38 Displ
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Appendix K Stony Brook Emergent Lit
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You will need to make up your own o
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Second, emotion-coaching parents se
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Appendix N Guidelines for Weekly St
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Spending time on SDP lessons takes
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List of References 207
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Cohen, J., Cohen, P., West, S. G.,
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Gottman, J. M., Katz, L., & Hooven,
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Miller, A. L., Gouley, K. K., Seife
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Yeung, W. J., Linver, M. R., & Broo
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