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

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Book Reading Control Group .......................................................................76 Dialogic Reading Intervention with Emotion-Laden Storybooks ...................78 Procedures .....................................................................................................78 Storybooks ....................................................................................................80 Fidelity of Intervention Implementation .......................................................82 Follow-Up Meeting with Teachers ..................................................................83 4. Results .......................................................................................................................89 Exploratory Data Analyses ..............................................................................89 Preliminary Data Analyses ..............................................................................90 Descriptive Data............................................................................................90 Children.........................................................................................................92 Age and Experimental Group Assignment ................................................92 Gender and Experimental Group Assignment ...........................................92 Pre-Intervention Scores and Classroom Assignment .................................93 Pre-Intervention Scores and Experimental Group Assignment .................94 Teachers ........................................................................................................96 Teacher Qualifications and Classroom Assignment ..................................96 Teacher Qualifications and Experimental Group Assignment ..................97 Fidelity of Intervention Implementation ..........................................................99 Teacher Compliance with Intervention Methods ..........................................99 Literacy Skills ..........................................................................................100 Emotion Knowledge ................................................................................102 Social Skills .............................................................................................103 Teacher Attitudes Toward Intervention Implementation ............................106 Research Hypotheses Testing ........................................................................108 Intervention Effects on Literacy and Social-Emotional Skills ...................108 Literacy Skills ..........................................................................................109 Emotion Knowledge ................................................................................110 Social Skills .............................................................................................111 Classroom and Experimental Group Assignment .......................................112 Literacy Skills ..........................................................................................113 Emotion Knowledge ................................................................................113 Social Skills .............................................................................................115 5. Discussion ...............................................................................................................117 Fidelity of Intervention Implementation ........................................................117 Teacher Compliance with Intervention Methods ........................................117 Teacher Attitudes Toward Intervention Implementation ............................120 Effects of Intervention Implementation .........................................................122 Intervention Effects on Literacy and Social-Emotional Skills ...................122 Classroom and Experimental Group Assignment .......................................125 Limitations and Suggestions for Future Research .........................................128 Education and Educational Policy Implications ............................................133 Conclusion .....................................................................................................134 viii
Appendices ....................................................................................................................178 Appendix A: Example Book Guide Adapted from Whitehurst (1994) .........178 Appendix B: Teacher Informed Consent Form .............................................181 Appendix C: Parent Informed Consent Form ................................................183 Appendix D: AKT Parent Questionnaire .......................................................185 Appendix E: Corrected Item-Total TOPEL Correlations ..............................186 Appendix F: Affect Knowledge Test Emotion Faces ....................................188 Appendix G: Affect Knowledge Test Puppet Vignette Scripts .....................189 Appendix H: Corrected Item-Total AKT Correlations ..................................193 Appendix I: Corrected Item-Total MPAC Correlations ................................194 Appendix J: Classroom Assignment to Experimental Groups ......................196 Appendix K: Stony Brook Emergent Literacy Curriculum ...........................197 Appendix L: Emotional Coaching Families ..................................................200 Appendix M: Preschool Book Reading Study Log .......................................202 Appendix N: Guidelines for Weekly Storybook Readings ............................203 Appendix O: Corrected Item-Total TASEL Correlations ..............................204 Appendix P: AKT Perspective Taking Interaction ........................................206 List of References .........................................................................................................207 ix
Page 1 and 2: Dialogic Reading with Emotion-Laden
Page 3 and 4: Dedication This is dedicated to the
Page 5 and 6: Annette Alcon Lorene Lucero Tracy A
Page 7: Table of Contents Page List of Tabl
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
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
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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
Page 73 and 74:
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
Page 111 and 112:
Results indicated that there was no
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intervention TOPEL Definitional Voc
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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
Page 123 and 124:
(∆R 2 step two = .01, ns). Only p
Page 125 and 126:
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
Page 135 and 136:
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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Page 181 and 182:
Table 27 Beta Values for Statistica
Page 183 and 184:
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
Page 195 and 196:
Appendix C Parent Informed Consent
Page 197 and 198:
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
Page 219 and 220:
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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