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

names of participating children) before and/or immediately following each storybook
reading.
Teachers in the intervention condition used dialogic reading techniques while
reading emotion-laden storybooks to 2 groups including a maximum of 5 children 3 times
per week (Zevenbergen et al., 2003) for approximately 3 months. Teachers in the book
reading control condition were instructed to read the same emotion-laden storybooks as
usual. To limit possible fatigue affiliated with children‘s participation (Head Start policy
dictates that teachers read books to their classrooms daily), all teachers were encouraged
to conduct no more than one book reading per small group of children per day. To ensure
that participating children did not receive any exposure to intervention materials outside
of storybook readings, all teachers were instructed to read storybooks with participating
children during the implementation of intervention methods only. Teachers were asked
not to read storybooks provided to them to the entire class during regularly scheduled
storybook reading activities. Classrooms across all centers had the same amount of
regularly scheduled storybook reading time.
If teachers fell behind in conducting storybook readings, they were encouraged to
make up the readings during the following week to maintain an average of three
storybook readings per week. Because full-day classrooms were in session 5 days per
week, teachers in full-day classrooms were allowed to make up four book readings for 2
days (two readings (one per each small group) per day) during the following week.
Because half-day classrooms were in session 4 days per week, teachers in half-day
classrooms were allowed to make up two book readings for 1 day (one reading in the
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