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

intervention aimed to enhance the development of preschool-aged children‘s vocabulary
skills, one of the three key predictors of literacy acquisition (Lonigan, 2006), using
emotion-laden storybooks. By integrating Gottman et al.‘s (1997) emotion coaching
techniques with Whitehurst et al. (1994)‘s CROWD prompts and PEER sequence to
facilitate discussions of emotion-laden storybook content (see Appendix A), this
intervention aimed to enhance the development of preschool-aged children‘s emotional
expression, emotion understanding, and emotion regulation, the three key components of
emotional competence (Denham, 1998, 2005), to create positive social-emotional
outcomes similar to those reported by Denham and Auerbach (1995) and Garner et al.
(1997). By incorporating child-directed classroom practices promoting Denham‘s (1998)
developmental model linking children‘s emotional and social competence and practices
in which teachers appropriately react to children‘s emotional displays and coach
children‘s emotions through emotional dialogues, this intervention named teachers the
interventionists to create positive social-emotional outcomes similar to those reported by
Denham and Burton‘s (1996) and Domitrovich et al. (2007). By examining differences
between emergent literacy and social-emotional skills of children participating in full-day
versus half-day classrooms, this intervention aimed to recognize the potential variability
of socio-economically disadvantaged preschoolers‘ programming participation rates.
This research could prove helpful for preschool programs for two reasons in
particular. First, it addressed important shortcomings highlighted by previous research.
Regarding social-emotional and literacy development, previous research has dictated a
need for promoting children‘s social-emotional competence by bettering early childhood
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