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.

中文翻译：

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在有或没有 DLD 的学龄前儿童的不同评估任务中探索表达语法的预测因子

在正式和自然评估任务中比较了表达语法的预测因子，这些评估任务是针对典型发育 (TD) 语言和发育性语言障碍 (DLD) 的儿童。对 110 名学龄前儿童进行了标准化的表达语言评估。这些孩子的父母报告了他们是否关心孩子的言语和语言发展。逐步回归分析显示，接受语言是评估任务中表达语法的唯一重要预测因子。对于TD学龄前儿童，接受性词汇和语法占正式任务中表达性语法的表现；然而，只有接受性语法才能解释自然主义任务的表现。对于 DLD 学龄前儿童，只有接受性词汇才能在两项任务中体现表达性语法表现。非语言智商和父母的关注不能预测任何一项任务中的表达语法表现。讨论了使用词汇相对强度治疗学龄前 DLD 的意义。