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

PEEP programming supplemented children‘s playgroups and nursery classrooms. Results
indicated that PEEP participation over a two-year period had positive effects on
children‘s literacy skills (i.e., vocabulary, verbal comprehension, and concepts about
print), numeracy skills, and self-esteem (i.e., cognitive and physical competence) after
controlling for gender, single-mother status, pre-intervention scores, and age. Results
revealed no statistically significant effects for PEEP participation on children‘s social
competence.
Similar to the current intervention, the Woven Word program includes the use of
dialogic reading to discuss the emotional storybook content with preschool-aged children.
Specifically, the program targets both emergent literacy (i.e., comprehension, vocabulary,
print conventions, and oral language) and social-emotional skills (i.e., identifying
emotions; attending and noticing, or maintaining task focus and resisting distractions;
coping with strong emotions; planning and sequencing; and using prosocial language
(e.g., listening, complimenting, turn taking, questioning) and friendship (e.g., inviting
peers into activity, considering others, working cooperatively)), skills linked by
children‘s language skills. Implementation of the program includes training teachers and
parents, small-group storybook reading, and social-emotional activities during three
phases spanning a total of 29 weeks (Committee for Children, 2006). No research has
been conducted to date to evaluate the efficacy of the program (A. Zevenbergen, personal
communication, October 1, 2007).
Each of these programs has clear and specific goals of simultaneously enhancing
children‘s literacy and social-emotional skills, yet all three programs also require many
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