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

month, Whitehurst et al., 1988; 7 months, Whitehurst et al., 1994, 1999), and within low-
income (Lonigan & Whitehurst, 1998; Whitehurst et al., 1994, 1999) preschool samples.
Thus, dialogic reading makes an excellent candidate for further study. Further,
Zevenbergen et al. (2003) found dialogic reading techniques effective in increasing
children‘s references to internal states of storybook characters and increasing children‘s
dialogue in their own narratives, thus supporting the potential of dialogic reading
techniques in enhancing children‘s social-cognitive development.
Currently, only three programs, the 4Rs: Reading, Writing, Respect, and
Resolution intervention (Morningside Center for Teaching Social Responsibility, n.d.);
the PEEP intervention (Evangelou & Sylva, 2007); and the Woven Word program
(Committee for Children, 2006), specifically aim to enhance both language and social
emotional skills simultaneously. The 4Rs: Reading, Writing, Respect, and Resolution
specifically targets children ranging in age from kindergarten through grade 5 and
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.). The PEEP intervention
targets preschool-aged children‘s literacy and self-esteem development but requires a
substantial time commitment for implementation, including several sessions over
approximately 1 year (Evangelou & Silva, 2007). Whereas the Woven Word program,
like the current intervention, is focused on increasing preschool-aged children‘s literacy
and social-emotional skills through the use of dialogic reading techniques (Committee for
49