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

To integrate the application of dialogic reading techniques and emotion-coaching
practices, teachers perused Alexander and the Terrible, Horrible, No Good, Very Bad
Day, complete with book guides adapted from Whitehurst (1994; see Appendix A) and
prompts on individual pages. Teachers were also provided a full list of emotion-laden
storybooks to be included in the study. The lead researcher then discussed and briefly
demonstrated reading a storybook and answered teachers‘ questions. Teachers were
instructed to read the emotion-laden storybooks using the techniques discussed with 2
groups, each including a maximum of 5 participating children, three times per week (see
Zevenbergen et al., 2003). To ensure that teachers maintained compliance with research
procedures, to monitor children‘s participation rates, and to later evaluate the fidelity of
the intervention, teachers were also instructed to complete a brief log for each book
reading (see Appendix M). In the ‗Notes/comments about today‘s book‘ section of the
log, teachers were instructed to document their own observations about the storybook
itself. In the ‗Notes/comments about today‘s book reading‘ section of the log, teachers
were instructed to document any environmental (e.g., fire drill, distractions caused by
non-participating children in the room) or child factors (e.g., temper tantrum,
distractibility) that occurred during that storybook reading.
Book reading control group. Unlike the intervention group meeting, the book
reading control group meeting included brief introductions to literacy development and
social-emotional intervention programs. This meeting did not include training integrating
literacy and social-emotional development. In order to best mirror the intervention group
training meeting, training for teachers in the book reading control group included an
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