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

differences between intervention and book reading control group meetings, Head Start
staff scheduled the two meetings and assigned teachers to each group to attend the
appropriate meeting. In early January, the lead researcher met with each teacher briefly to
review storybook reading instructions, to review the PEER and CROWD sequences with
teachers assigned to the intervention group, and to answer teachers‘ questions.
Dialogic Reading Intervention with Emotion-Laden Storybooks
Procedures. Prior to the implementation of intervention procedures, each
classroom was provided a large envelope including guidelines for storybook readings (the
instructions provided during teacher training meetings with some additional content, see
Appendix N), a weekly schedule of storybook titles for the following 3 months, a list of
participating children in their classrooms, six storybook reading logs for the first week of
readings, and the storybook for the first week of readings. Teachers were instructed to
return the storybooks and completed storybook reading logs to the envelope during the
week. On Friday of every week during the implementation of the intervention, the lead
researcher collected storybook reading logs from the envelope and placed six additional
logs and the storybook for the following week in the envelope. At this time, the lead
researcher also collected storybooks no longer being read to further ensure that teachers
in classrooms assigned to the alternate experimental group would not learn of the
differences between the storybooks provided to each group (i.e., questions added to
storybooks provided to intervention group versus same unaltered storybooks provided to
book reading control group). To ensure that information obtained from book reading logs
was accurate, teachers were periodically reminded to complete logs (and particularly the
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