Exploring Predictors of Expressive Grammar across Different Assessment Tasks in Preschoolers with or without DLD

Autor/inn/en	Yarian, Marley; Washington, Karla N.; Spencer, Caroline E.; Vannest, Jennifer; Crowe, Kathryn
Titel	Exploring Predictors of Expressive Grammar across Different Assessment Tasks in Preschoolers with or without DLD
Quelle	In: Communication Disorders Quarterly, 42 (2021) 2, S.111-121 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740119868238
Schlagwörter	Expressive Language; Grammar; Preschool Children; Language Impairments; Developmental Disabilities; Receptive Language; Predictor Variables; Vocabulary; Nonverbal Ability; Intelligence; Parent Attitudes; Foreign Countries; Canada; United States; Clinical Evaluation of Language Fundamentals; Peabody Picture Vocabulary Test; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Grammatik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Rezeptive Kommunikationsfähigkeit; Prädiktor; Wortschatz; Intelligenz; Klugheit; Elternverhalten; Ausland; Kanada; USA
Abstract	Predictors of expressive grammar were compared in formal and naturalistic assessment tasks for children with typically developing (TD) language and with Developmental Langauge Disorder (DLD). Standardized expressive language assessments were administered to 110 preschoolers. The parents of these children reported whether or not they were concerned about their child's speech and language development. Stepwise regression analyses revealed receptive language as the only significant predictor of expressive grammar across assessment tasks. For TD preschoolers, receptive vocabulary and grammar accounted for expressive grammar performance in the formal task; however, only receptive grammar accounted for performance in the naturalistic task. For DLD preschoolers, only receptive vocabulary accounted for expressive grammar performance across both tasks. Nonverbal IQ and parent concern did not predict expressive grammar performance in either task. Implications for treatment of preschool DLD using relative strengths in vocabulary are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01