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

esearchers again began successively assessing children according to participant
identification assignments on the remaining assessments until all data collection was
complete. Table 14 summarizes descriptive statistics for pre- and post-intervention
TOPEL, AKT, and MPAC scores.
Teacher Training
Prior to training teachers, the lead researcher assigned classrooms in the two
largest Head Start sites to either the intervention or book reading control experimental
groups. The intervention group read altered storybooks to participating children, and the
book reading control group read the same unaltered titles as the intervention group to
participating children.
Because one goal of this study included replication of previously implemented
dialogic reading procedures, research procedures closely resembled those of Whitehurst
et al. (1994, 1999). In order to avoid contagion of half-day teachers, entire classrooms,
rather than individual classes (including all teachers assigned to classrooms), were
assigned to either the intervention or the book reading control group. As suggested by
Head Start staff, classrooms at the largest and second largest sites were assigned to both
the intervention and book reading control groups due to variations between the
populations served at each site. Head Start staff requested that one specific full-day
classroom at the largest site be assigned to the no book reading control group because
both the classroom‘s assistant teacher and teaching assistant were new to the Rocky
Mountain SER Head Start Program.
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