{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,7,15]],"date-time":"2025-07-15T03:24:37Z","timestamp":1752549877289},"reference-count":30,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2014,6,17]],"date-time":"2014-06-17T00:00:00Z","timestamp":1402963200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp; Comm Disor"],"published-print":{"date-parts":[[2014,9]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>In Lower Saxony, Germany, pre\u2010school children with language\u2010 and speech\u2010deficits have the opportunity to access kindergartens with integrated language\u2010\/speech therapy prior to attending primary school, both regular or with integrated speech therapy. It is unknown whether these early childhood education treatments are helpful and effective.<\/jats:p><\/jats:sec><jats:sec><jats:title>Aims<\/jats:title><jats:p>To determine the value of early language\u2010\/speech therapy treatment in combination with support of personality traits during the pre\u2010school and primary school period on the long\u2010term social and academic development of children with significant language\u2010\/speech delay.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods &amp; Procedures<\/jats:title><jats:p>We conducted prospective longitudinal case series, following the academic progress of 71 children after they had been discharged from a speech therapy kindergarten (STK) up to 19 years previously. Data collection included details on language\/speech impairment, socio\u2010economic factors, psycho\u2010social skills and intelligence quotient.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results &amp; Implications<\/jats:title><jats:p>At the end of the follow\u2010up period, 58 children were attending secondary schools: 44 (76%) children attended a regular secondary school, whereas 14 (24%) children were enrolled in a school with special needs education. The results suggest that self\u2010awareness and intelligence quotient in this study cohort correlated with later academic achievements.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion &amp; Implications<\/jats:title><jats:p>Kindergartens and primary schools which support curriculum\u2010integrated language\u2010\/speech therapy and allow for different personality traits appear to improve longterm development and academic outcome of children with language\u2010\/speech impairment or delay.<\/jats:p><\/jats:sec>","DOI":"10.1111\/1460-6984.12092","type":"journal-article","created":{"date-parts":[[2014,6,17]],"date-time":"2014-06-17T19:51:38Z","timestamp":1403034698000},"page":"558-566","update-policy":"http:\/\/dx.doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":10,"title":["A longitudinal assessment of early childhood education with integrated speech therapy for children with significant language impairment in Germany"],"prefix":"10.1111","volume":"49","author":[{"given":"Dieter","family":"Ullrich","sequence":"first","affiliation":[{"name":"Medical Practice, Wedemark, Germany"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Katja","family":"Ullrich","sequence":"additional","affiliation":[{"name":"Flinders University, Adelaide, SA, Australia"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Magret","family":"Marten","sequence":"additional","affiliation":[{"name":"Kindergarten with focus on speech\u2010\/language development, GBA (\u201cOrganisation for care for disabled\u201d), Langenhagen, Germany"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2014,6,17]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1207\/S15327809JLS1203_1"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2008.01878.x"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1465-7295.2007.00073.x"},{"key":"e_1_2_8_5_1","volume-title":"Bildung in Deutschland","author":"Bundesministerium fuer Bildung und Forschung","year":"2013"},{"key":"e_1_2_8_6_1","doi-asserted-by":"publisher","DOI":"10.1136\/adc.2006.101758"},{"key":"e_1_2_8_7_1","first-page":"687","volume-title":"Handbook of the Economics of Education","author":"Cunha F.","year":"2006"},{"key":"e_1_2_8_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.2007.01076.x"},{"key":"e_1_2_8_9_1","doi-asserted-by":"publisher","DOI":"10.1080\/13682820801921510"},{"key":"e_1_2_8_10_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-295X.95.2.256"},{"key":"e_1_2_8_11_1","first-page":"282","article-title":"Interdisziplinaere Foerderung und Behandlung bei Hoer\u2010 und Sprachstoerungen\u2014Ergebnisse zur Wirksamkeit eines Konzepts aus Niedersachen [Multidisciplinary assessment and management of children with hearing and language disorders\u2014an assessment of the effectiveness of a concept from Lower Saxony, Germany]","volume":"19","author":"Fl\u00f6ther M.","year":"2011","journal-title":"LOGOS Interdisziplinaer"},{"key":"e_1_2_8_12_1","doi-asserted-by":"publisher","DOI":"10.1080\/13682820802276658"},{"key":"e_1_2_8_13_1","doi-asserted-by":"publisher","DOI":"10.1136\/bmj.321.7266.923"},{"key":"e_1_2_8_14_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-8749.2006.tb01301.x"},{"key":"e_1_2_8_15_1","volume-title":"Investing in Disadvantaged Young Children is an Economically Efficient Policy","author":"Heckman J. 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