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

Children, 2006), no research has been conducted to date to evaluate the efficacy of the
program (A. Zevenbergen, personal communication, October 1, 2007).
Because it evaluated the efficacy of an intervention aiming to enhance preschool-
aged children‘s literacy and social-emotional skills, the current intervention research
furthered the efforts of the 4Rs: Reading, Writing, Respect, and Resolution; the PEEP
intervention; and the Woven Word program. Because no previous intervention has
merged dialogic reading techniques with social-emotional content (J. Fischel, personal
communication, September 27, 2007; G. Whitehurst, personal communication, May 1,
2007; A. Zevenbergen, personal communication, October 1, 2007), the current
intervention research added to intervention literature because it may effectively achieve
the goals of the Woven Word program and the 4Rs and PEEP intervention programs
while minimizing required resources and maximizing preschool children‘s outcomes.
Research Questions
The current research integrated dialogic reading techniques (Arnold &
Whitehurst, 1994; Whitehurst & Lonigan, 1998) and Gottman et al.‘s (1997) description
of emotion-coaching families in an intervention designed to simultaneously enhance
children‘s literacy (i.e., vocabulary) and social-emotional (i.e., emotional expression,
emotion understanding, and emotion regulation) skills. The proposed study had four
research goals. First, one research goal was to examine the fidelity of intervention
implementation. A second research goal was to replicate previously documented positive
effects of dialogic reading on children‘s vocabulary skills (Whitehurst & Lonigan, 1998)
using storybooks with emotion-laden content. A third research goal included testing the
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