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Abstract
Research using an intensive single-session training to increase use of Socratic (open-ended) questions and to lengthen turn-taking talk with low-income preschoolers showed that immediate posttraining gains were not sustained in classrooms 3 months later. Suggestions are given for trainers and for teachers that can boost teacher ability to implement language interactions so that they become an integral and sustained aspect of enriched classroom practice.
ACKNOWLEDGMENT
This study was originally presented at the Head Start Ninth Annual Research Conference, June 2008, Washington, DC.
