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.

中文翻译：

---

青少年双语学习者英语发展的特异性原则

本研究采用特异性原则考察外在因素（家庭和学校的输入量、在家的书籍数量和阅读频率、教师的学历和经验、语言使用、社会经济地位）和内在因素（儿童的工作记忆）的相对影响。 、非语言智力、学习相关的社交技能、实际年龄、性别）对儿童英语语言发展在语音意识 (PA)、接受性词汇 (RV) 和单词阅读 (WR) 方面的影响。总共对 736 名 4 至 5 岁的新加坡华语-英语幼儿园儿童进行了两次纵向评估。他们的英语 PA、RV 和 WR 发展是使用八个外部因素和五个内部因素以及贝叶斯最小绝对收缩和选择算子来预测的。在所有三个语言领域中，内部因素比外部因素解释了更多的差异。外部因素对 RV 的影响最大。