Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/147929
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dc.contributor.authorSun, Heen_US
dc.contributor.authorBornstein, Marc H.en_US
dc.contributor.authorEsposito, Gianlucaen_US
dc.date.accessioned2021-10-06T08:05:18Z-
dc.date.available2021-10-06T08:05:18Z-
dc.date.issued2021-
dc.identifier.citationSun, H., Bornstein, M. H. & Esposito, G. (2021). The specificity principle in young dual language learners' English development. Child Development, 92(5), 1752-1768. https://dx.doi.org/10.1111/cdev.13558en_US
dc.identifier.issn0009-3920en_US
dc.identifier.other0000-0001-5729-8002-
dc.identifier.other0000-0002-6810-8427-
dc.identifier.urihttps://hdl.handle.net/10356/147929-
dc.description.abstractThis study employs the Specificity Principle to examine the relative impacts of external (input quantity at home and at school, number of books and reading frequency at home, teachers' degree and experience, language usage, socioeconomic status) and internal factors (children's working memory, nonverbal intelligence, learning-related social-skills, chronological age, gender) on children's English-language development in phonological awareness (PA), receptive vocabulary (RV), and word reading (WR). Altogether, 736 four- to five-year-old Singaporean Mandarin-English speaking kindergarteners were assessed twice longitudinally. Their English-language PA, RV, and WR development was predicted using the eight external factors and five internal factors with Bayesian least absolute shrinkage and selection operators. Internal factors explained more variance than external factors in all three language domains. External factors had their largest impact on RV.en_US
dc.description.sponsorshipMinistry of Education (MOE)en_US
dc.language.isoenen_US
dc.relationOER 09/14 RBen_US
dc.relation.ispartofChild Developmenten_US
dc.rights© 2021 The Authors. Child Development © 2021 Society for Research in Child Development. All rights reserved. This paper was published by Wiley in Child Development and is made available with permission of The Authors.en_US
dc.subjectSocial sciences::Psychologyen_US
dc.titleThe specificity principle in young dual language learners' English developmenten_US
dc.typeJournal Articleen
dc.contributor.schoolSchool of Social Sciencesen_US
dc.identifier.doi10.1111/cdev.13558-
dc.description.versionAccepted versionen_US
dc.identifier.pmid33739442-
dc.identifier.scopus2-s2.0-85102755907-
dc.identifier.issue5en_US
dc.identifier.volume92en_US
dc.identifier.spage1752en_US
dc.identifier.epage1768en_US
dc.subject.keywordsIndividual Differencesen_US
dc.subject.keywordsSpecificity Principleen_US
dc.subject.keywordsUsage-based Theoryen_US
dc.subject.keywordsThreshold Effects Hypothesisen_US
dc.subject.keywordsExternal-internal Factors Hypothesisen_US
dc.description.acknowledgementThis study was funded by theSingapore Ministry of Education (MOE) under the EducationResearch Funding Programme (OER 09/14 RB) and administeredby the National Institute of Education (NIE), Nanyang Techno-logical University, Singapore.en_US
item.grantfulltextembargo_20221107-
item.fulltextWith Fulltext-
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