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

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volunteers. Sasha Buanteo collected both pre- and post-intervention data with Head Start children and recruited two additional research assistants for post-intervention data collection. Natalie Valdez and Tracy Harris assisted with post-intervention data collection, and Tim Dickinson assisted with pre-intervention data collection. Additional undergraduate Colorado State University students volunteered in Head Start classrooms during intervention implementation and include Chanden Hand, Mark Psinas, and Dominique Walker. Finally, I owe a heart-felt ‗thank you‘ to several people from George Mason University. Dr. Hideko Bassett assisted me with statistical analyses following completion of the project. Dr. Pamela Garner served as one of my dissertation committee and offered valuable insight into improving the research. Dr. Adam Winsler also served on my dissertation committee and provided me generous positive feedback on my dissertation topic during a graduate course. It is largely because of this feedback that I pursued this as my dissertation topic. Lastly, I owe a debt of gratitude to Dr. Susanne Denham, my dissertation director and academic advisor in the graduate program for six years, for so many things. Thank you for your mentorship and for supporting my dissertation ideas, and particularly for supporting my decision to collect my dissertation data in the Rocky Mountain SER Head Start Program in Pueblo, Colorado. You have taught me much over the past six years, but I will forever refuse to take responsibility for the magnitude of my dissertation research – You taught me to dream big! Thank you all, truly, for everything you have done to help me complete this research. I will never forget your support and look forward to conducting further research to enhance young children‘s emergent literacy and social-emotional skills because of it. vi
Table of Contents Page List of Tables ....................................................................................................................x Abstract ........................................................................................................................... xi 1. Introduction .................................................................................................................1 2. Literature Review........................................................................................................3 Literacy Development ...........................................................................................3 Literacy Development During the Preschool Years ..........................................3 Children Facing Socio-Economic Hardship ......................................................7 Preschool Programming and Teachers ...............................................................9 Prevention and Intervention Programs.............................................................13 Social-Emotional Development ..........................................................................18 Social-Emotional Development During the Preschool Years ..........................19 Children Facing Socio-Economic Hardship ....................................................24 Preschool Programming and Teachers .............................................................28 Prevention and Intervention Programs.............................................................31 Literacy Skills and Social-Emotional Competence ............................................36 Links Between Literacy Skills and Social-Emotional Competence ................36 Intervention Programs and Curricula ...............................................................41 The Current Research .........................................................................................46 Research Questions ..........................................................................................50 3. Method ......................................................................................................................52 Rocky Mountain SER Pueblo Head Start Program Description .........................52 Program ............................................................................................................52 Pueblo sites ......................................................................................................52 Classrooms .......................................................................................................54 Participants ..........................................................................................................55 Teachers ...........................................................................................................55 Children............................................................................................................57 Experimental Design and Procedure ...................................................................59 Participant Recruitment ...................................................................................60 Pre- and Post-Intervention Data Collection .....................................................62 Literacy skills ................................................................................................62 Emotion knowledge ......................................................................................64 Social skills ...................................................................................................67 Training and procedures ...............................................................................70 Teacher Training ..............................................................................................73 Intervention Group ........................................................................................75 vii
Page 1 and 2: Dialogic Reading with Emotion-Laden
Page 3 and 4: Dedication This is dedicated to the
Page 5: Annette Alcon Lorene Lucero Tracy A
Page 9 and 10: Appendices ........................
Page 11 and 12: Abstract DIALOGIC READING WITH EMOT
Page 13 and 14: 1. Introduction Improving both lite
Page 15 and 16: 2. Literature Review Literacy Devel
Page 17 and 18: skills. The model includes four key
Page 19 and 20: (i.e., education and experience), a
Page 21 and 22: school-aged years. Demonstrating co
Page 23 and 24: interest; direct teaching of word r
Page 25 and 26: Literacy Prevention and Interventio
Page 27 and 28: ended prompts, or statements encour
Page 29 and 30: delayed children (Crain-Thoreson &
Page 31 and 32: implemented social-emotional preven
Page 33 and 34: contempt, and fear. Dyads were then
Page 35 and 36: families that interact with a child
Page 37 and 38: exposure to both acute and chronic
Page 39 and 40: In Garner et al.‘s (1997) study,
Page 41 and 42: 1. Books should be developmentally
Page 43 and 44: Social-Emotional Prevention and Int
Page 45 and 46: Denham and Burton‘s (1996) social
Page 47 and 48: effectively manage the emotional ex
Page 49 and 50: children‘s literacy and social-em
Page 51 and 52: centered approach. Cluster analyses
Page 53 and 54: Intervention Programs and Curricula
Page 55 and 56: PEEP programming supplemented child
Page 57 and 58:
In addition to enhancing emergent l
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intervention aimed to enhance the d
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month, Whitehurst et al., 1988; 7 m
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efficacy of the use of a dialogic r
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additional adult present for larger
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asis; and some classrooms included
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oth English and Spanish. Approximat
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Experimental Design and Procedure T
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At the time that children were recr
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score of 0 for incorrect responses
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questioning for each child (Denham
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the affective labeling and affectiv
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Focused Use of Personal Energy item
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was not participating in the resear
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esearchers again began successively
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prepare anything for meetings. Teac
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informational video on the importan
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names of participating children) be
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Table 16 includes the intervention
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teachers were instructed to complet
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program implementation to assess in
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anged from 37 to 117, with high sco
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4. Results Exploratory Data Analyse
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storybook readings, assistant teach
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eading control group assignment) an
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An independent samples t-test inclu
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In order to determine whether there
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Results indicated that there was no
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intervention TOPEL Definitional Voc
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storybook readings positively predi
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Results also revealed findings for
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subscale ranges, indicating that te
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independent variables will simply b
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(∆R 2 step two = .01, ns). Only p
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This inclusion of a covariate adjus
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Results also revealed a main effect
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5. Discussion The present study ass
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positively predicted children‘s p
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may have been at work, particularly
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day schedules and because teachers
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engaged in storybook discussions. T
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dialogic reading techniques as cost
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introduction to intervention storyb
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enefits. Further, because storybook
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Education and Educational Policy Im
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statistically significant mean diff
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137 Table 1 Continuous Demographic
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139 Table 3 Categorical Demographic
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141 Table 4 Experimental Design Pre
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What are they for? To eat, bite, ch
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Table 6 Cronbach’s Alpha Values f
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Item 6 The child shows very negativ
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to another‘s emotional display (u
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Table 9 Rotated Component Matrix fo
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Table 11 Intercorrelations Between
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Table 13 Minnesota Preschool Affect
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Table 15 Differences Between and Si
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Table 17 Teacher Attitudes about So
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Table 19 Descriptive Data for Inter
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Table 21 Percentages of Storybook R
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Table 23 Hierarchical Regression An
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Table 27 Beta Values for Statistica
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Page 185 and 186:
Page 187 and 188:
Table 33 Analysis of Covariance Bet
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Table 35 Multiple Analyses of Covar
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when Alexander visited his daddy‘
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Appendix B Teacher Informed Consent
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Appendix C Parent Informed Consent
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Appendix D PARENT QUESTIONNAIRE Nam
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19. Stove What is this? .18 .31 Wha
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Appendix G Affect Knowledge Test (D
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6. [sibs] A. HAPPY: Nancy/Johnny:
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Appendix H Corrected Item-Total Cor
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Acts pouty or sullen -.02 .38 Displ
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Appendix K Stony Brook Emergent Lit
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You will need to make up your own o
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Second, emotion-coaching parents se
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Appendix N Guidelines for Weekly St
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Spending time on SDP lessons takes
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List of References 207
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Cohen, J., Cohen, P., West, S. G.,
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Gottman, J. M., Katz, L., & Hooven,
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Miller, A. L., Gouley, K. K., Seife
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Yeung, W. J., Linver, M. R., & Broo
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Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

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