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

The PEEP intervention (Evangelou & Silva, 2007) aims to improve children‘s
literacy, numeracy, self-esteem, and social-emotional development from birth through
age 5 years. The intervention regards listening, talking, and playing as essential to the
development of emotional stability, good social skills, and satisfactory cognitive growth
(PEEP, 1997; as cited in Evangelou & Silva, 2007).
Families are provided PEEP materials and the opportunity to participate in either
group sessions or home visits. During PEEP group sessions, PEEP leaders model book
reading techniques to parents, including varying voice tone, reading book titles and
names of authors and illustrators, following text with their fingers, and asking questions
to test children‘s comprehension while reading. Group sessions include circle time,
including songs and rhymes (parents are also provided audiotapes and a songbook with
the songs and rhymes for use at home); talking time, in which parents discuss their ideas,
share their experiences, and offer support; story time; book sharing, home activities,
including suggestions for games and activities supporting the curriculum; and borrowing
time, or books and supporting materials sent home weekly. Preschool and primary school
programs were also assigned a group leader or trained teacher to implement PEEP
activities with children and talk with parents one day per week. The PEEP curriculum for
3-year-old children includes 24 sessions implemented over a period of approximately 1
year (Evangelou & Silva, 2007).
Evangelou and Silva (2007) evaluated the efficacy of the PEEP curriculum for 3-
and 4-year-olds within a sample of children from low-income British families across the
developmental period of 3 to 5 years of age. Parents attended PEEP group sessions, and
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