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

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Copyright: 2009 Melissa S. Mincic All Rights Reserved ii
Dedication This is dedicated to the administrators, teachers, families, and children of the Rocky Mountain SER Head Start Program in Pueblo, Colorado, who made this research possible, and to all future preschool programs who implement future versions of this research to enhance young children‘s emergent literacy and social-emotional skills. iii
Page 1: Dialogic Reading with Emotion-Laden
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 and 26: Literacy Prevention and Interventio
Page 27 and 28: ended prompts, or statements encour
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
Page 77 and 78:
questioning for each child (Denham
Page 79 and 80:
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
Page 93 and 94:
Table 16 includes the intervention
Page 95 and 96:
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
Page 105 and 106:
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
Page 111 and 112:
Results indicated that there was no
Page 113 and 114:
intervention TOPEL Definitional Voc
Page 115 and 116:
storybook readings positively predi
Page 117 and 118:
Results also revealed findings for
Page 119 and 120:
subscale ranges, indicating that te
Page 121 and 122:
independent variables will simply b
Page 123 and 124:
(∆R 2 step two = .01, ns). Only p
Page 125 and 126:
This inclusion of a covariate adjus
Page 127 and 128:
Results also revealed a main effect
Page 129 and 130:
5. Discussion The present study ass
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positively predicted children‘s p
Page 133 and 134:
may have been at work, particularly
Page 135 and 136:
day schedules and because teachers
Page 137 and 138:
engaged in storybook discussions. T
Page 139 and 140:
dialogic reading techniques as cost
Page 141 and 142:
introduction to intervention storyb
Page 143 and 144:
enefits. Further, because storybook
Page 145 and 146:
Education and Educational Policy Im
Page 147 and 148:
statistically significant mean diff
Page 149 and 150:
137 Table 1 Continuous Demographic
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139 Table 3 Categorical Demographic
Page 153 and 154:
141 Table 4 Experimental Design Pre
Page 155 and 156:
What are they for? To eat, bite, ch
Page 157 and 158:
Table 6 Cronbach’s Alpha Values f
Page 159 and 160:
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 179 and 180:
Page 181 and 182:
Table 27 Beta Values for Statistica
Page 183 and 184:
Page 185 and 186:
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 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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Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

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