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International Journal of Language & Communication Disorders Volume 41, 2006 - Issue 1
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Research Report

Early Years Centres for pre‐school children with primary language difficulties: what do they cost, and are they cost‐effective?

J. Law Centre for Integrated Healthcare Research, Queen Margaret's University College, Edinburgh, UKCorrespondence[email protected]
,
J. E. Dockrell Centre for Integrated Healthcare Research, Queen Margaret's University College, Edinburgh, UK
,
E. Castelnuovo Centre for Integrated Healthcare Research, Queen Margaret's University College, Edinburgh, UK
,
K. Williams Centre for Integrated Healthcare Research, Queen Margaret's University College, Edinburgh, UK
,
B. Seeff Centre for Integrated Healthcare Research, Queen Margaret's University College, Edinburgh, UK
&
C. Normand Centre for Integrated Healthcare Research, Queen Margaret's University College, Edinburgh, UK
Pages 67-81 | Received 02 Oct 2004, Accepted 11 Mar 2005, Published online: 03 Jul 2009

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Julie-Ann Jordan & Lorraine Coulter. (2017) Individual Differences in Speech and Language Ability Profiles in Areas of High Deprivation. Child Care in Practice 23:4, pages 417-430.
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Emma Sciberras, Elizabeth M. Westrupp, Melissa Wake, Jan M. Nicholson, Nina Lucas, Fiona Mensah, Lisa Gold & Sheena Reilly. (2015) Healthcare costs associated with language difficulties up to 9 years of age: Australian population-based study. International Journal of Speech-Language Pathology 17:1, pages 41-52.
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Kirstin Dickson, Marjorie Marshall, James Boyle, Elspeth McCartney, Anne O'Hare & John Forbes. (2009) Cost analysis of direct versus indirect and individual versus group modes of manual‐based speech‐and‐language therapy for primary school‐age children with primary language impairment. International Journal of Language & Communication Disorders 44:3, pages 369-381.
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Julie E. Dockrell & James Law. (2007) Measuring and understanding patterns of change in intervention studies with children: Implications for evidence-based practice† . Evidence-Based Communication Assessment and Intervention 1:2, pages 86-97.
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