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literacy skills. Further, first-grade prosocial behavior positively predicted third-grade literacy skills, which in turn predicted fifth-grade literacy skills. Whereas shorter-term links between prosocial behaviors and literacy skills were clearly evident, longer-term linkages were not. The effect of first-grade prosocial behavior on third-grade literacy skills mediated the effect of first-grade prosocial behavior on fifth-grade literacy skills, thus suggesting that children‘s prosocial and literacy skills are stable from the first to fifth grades rather than directly related over time (Miles & Stipek, 2006). Although there were no direct relations between early prosocial behavior and later literacy skills in the socio- economically disadvantaged sample, direct long-term effects have been demonstrated in samples of varied socio-economic status. Caprara et al. (2000) found that after controlling for early academic achievement, self-, peer-, and teacher-rated third-grade prosocial behavior positively predicted eighth-grade academic achievement, accounting for 32% of the variance in the model. In sum, previous research supports social-emotional skills mastery as a crucial developmental achievement for preschool-aged children from families facing socio- economic hardships. Children‘s peer relations are related to the quality and level of engagement in classroom activities (Coolahan et al., 2000); and children‘s language abilities, in particular, play significant roles in social-emotional competence and academic success (Mendez et al., 2002). 40
Intervention Programs and Curricula Targeting Literacy and Social-Emotional Development Improving both literacy and social-emotional skills has become a focus of recent intervention research. Currently, only three programs, the 4Rs: Reading, Writing, Respect, and Resolution intervention (Morningside Center for Teaching Social Responsibility, n.d.); the Peers Early Education Partnership intervention (PEEP; Evangelou & Sylva, 2007); and the Woven Word program (Committee for Children, 2006) specifically aim to simultaneously enhance children‘s literacy and social-emotional skills. First, the 4Rs: Reading, Writing, Respect, and Resolution intervention links conflict resolution into language arts to create a caring classroom community for children ranging in age from kindergarten through grade 5. Program components cover seven units, including community building, dealing with emotions, listening, being assertive, dealing with conflict, celebrating diversity and countering prejudice, and making a difference. Each unit is based on a children‘s book and has two parts, including Book Talk (e.g., storybook discussion, writing, and role play) and Applied Learning (i.e., lessons on conflict resolution). Implementation of the intervention requires a substantial effort on facilitators‘ parts, including 25 hours of training and ongoing teaching for teachers and parent-child activities for use in the home (Morningside Center for Teaching Social Responsibility, n.d.). Research evaluating the efficacy of the 4Rs program is currently being conducted (W. Hoglund, personal communication, May 1, 2008; Lovett, 2006). 41
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 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: centered approach. Cluster analyses
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
Page 81 and 82: Focused Use of Personal Energy item
Page 83 and 84: was not participating in the resear
Page 85 and 86: esearchers again began successively
Page 87 and 88: prepare anything for meetings. Teac
Page 89 and 90: informational video on the importan
Page 91 and 92: names of participating children) be
Page 93 and 94: Table 16 includes the intervention
Page 95 and 96: teachers were instructed to complet
Page 97 and 98: program implementation to assess in
Page 99 and 100: anged from 37 to 117, with high sco
Page 101 and 102: 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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Page 181 and 182:
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,
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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