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Impact of professional development on preschool teachers' conversational responsivity and children's linguistic productivity and complexity

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Description:
A study of the effect of 15-20 hours of professional development conversational responsiveness training on preschool teachers' use of both communication-facilitating and language-developing strategies, and the resultant impact of the use of those strategies on proximal child language outcomes, based on data from 49 preschool teachers and 330 low income children in 38 different preschool programs from a single mid-Atlantic state
Resource Type:
Reports & Papers
Country:
United States

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