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Adjustment, Negative Adjustment, and Total Adjustment scores were averaged across three 5-minute observations to create an overall index of each category for each child. Sroufe et al. (1984) reported strong relations between children‘s initiating interactions with positive affect and children‘s responding positively to others‘ overtures and social competence. MPAC is a good measure for use with children from low- and middle- income families (Denham, 2006b). Further, detailed information obtained from MPAC observations makes the coding scheme useful for pre- and post-programming assessments (Denham & Burton, 2003). In order to obtain additional data for the purpose of this study, three observations lasting 6 minutes and 40 seconds each (versus Sroufe et al.‘s (1984) 5-minute observations) were conducted to total 20 minutes of observation for each child. Observations took place on separate days during either the morning or afternoon and during free play in the classroom and on the playground or in the indoor gymnasium. Individual MPAC item scores were summed for all three observations, thus yielding a minimum score of 0 and a maximum score of 3 for each item across all three observations. Five new items were added to Sroufe et al.‘s (1984) Empathy and Prosocial Behavior category (see Table 7). A maximum likelihood factor analysis with the Varimax rotation procedure was conducted in order to create variable aggregates for statistical analyses. Based on rotated matrices (see Tables 8 and 9) and correlations (see Tables 10 and 11), three MPAC aggregate scores, Productive, Negative/Frustrated, and Positive, were calculated for inclusion in analyses as follows: Productive equaled (Productive and 68
Focused Use of Personal Energy items) – (Unproductive and Focused Use of Personal Energy items); Negative/Frustrated equaled (Negative Affect items + Lapses in Impulse Control + Positive Reactions to Frustration and Conflict items); Positive equaled (Positive Affect items – Unusual Behavior items). These specific aggregates have not before been used in previous research. Cronbach‘s alpha and correlations of each item and its corresponding MPAC subscale (Positive Affect; Negative Affect; Inappropriate Affect; Productive, Focused Use of Personal Energy; Unproductive, Unfocused Use of Personal Energy; Lapses in Impulse Control and Negative Responses to Frustration, Conflict, and Other Emotionally Arousing Situations; Positive Responses to Frustration, Conflict, and Other Emotionally Arousing Situations; Unusual Behavior; Social Isolation; Hostility; Skills in Leading and Joining; or Empathy and Prosocial Behavior) were calculated for this study. Several pre- and post-intervention MPAC subscale items had zero variance and so were excluded from reliability analyses: one item was excluded from the pre-intervention analysis for the Positive Responses to Frustration, Conflict, and Other Emotionally Arousing Situations subscale; and one item was excluded from post-intervention analyses for both the Positive Affect and Unproductive, Unfocused Use of Personal Energy subscales; and several items were excluded from both pre- and post-intervention analyses for the Negative Affect, Inappropriate Affect, Lapses in Impulse Control and Negative Responses to Frustration, Conflict, and Other Emotionally Arousing Situations, and Unusual Behavior subscales. 69
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Dialogic Reading with Emotion-Laden
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Dedication This is dedicated to the
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Annette Alcon Lorene Lucero Tracy A
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Table of Contents Page List of Tabl
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Appendices ........................
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Abstract DIALOGIC READING WITH EMOT
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1. Introduction Improving both lite
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2. Literature Review Literacy Devel
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skills. The model includes four key
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(i.e., education and experience), a
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school-aged years. Demonstrating co
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interest; direct teaching of word r
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Literacy Prevention and Interventio
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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
Page 59 and 60: intervention aimed to enhance the d
Page 61 and 62: month, Whitehurst et al., 1988; 7 m
Page 63 and 64: efficacy of the use of a dialogic r
Page 65 and 66: additional adult present for larger
Page 67 and 68: asis; and some classrooms included
Page 69 and 70: oth English and Spanish. Approximat
Page 71 and 72: Experimental Design and Procedure T
Page 73 and 74: At the time that children were recr
Page 75 and 76: score of 0 for incorrect responses
Page 77 and 78: questioning for each child (Denham
Page 79: the affective labeling and affectiv
Page 83 and 84: was not participating in the resear
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Page 93 and 94: Table 16 includes the intervention
Page 95 and 96: teachers were instructed to complet
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Page 101 and 102: 4. Results Exploratory Data Analyse
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Page 107 and 108: An independent samples t-test inclu
Page 109 and 110: In order to determine whether there
Page 111 and 112: Results indicated that there was no
Page 113 and 114: intervention TOPEL Definitional Voc
Page 115 and 116: storybook readings positively predi
Page 117 and 118: Results also revealed findings for
Page 119 and 120: subscale ranges, indicating that te
Page 121 and 122: independent variables will simply b
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Page 125 and 126: This inclusion of a covariate adjus
Page 127 and 128: Results also revealed a main effect
Page 129 and 130: 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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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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