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Title: The specificity principle in young dual language learners' English development
Authors: Sun, He
Bornstein, Marc H.
Esposito, Gianluca
Keywords: Social sciences::Psychology
Issue Date: 2021
Source: Sun, H., Bornstein, M. H. & Esposito, G. (2021). The specificity principle in young dual language learners' English development. Child Development, 92(5), 1752-1768.
Project: OER 09/14 RB
Journal: Child Development
Abstract: This 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.
ISSN: 0009-3920
DOI: 10.1111/cdev.13558
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.
Fulltext Permission: embargo_20221107
Fulltext Availability: With Fulltext
Appears in Collections:SSS Journal Articles

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