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Home and School Factors in Early English Language Development

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Title: Home and School Factors in Early English Language Development
Language: English
Authors: Sun, He (ORCID 0000-0001-5729-8002), Ng, Ee Lynn (ORCID 0000-0002-6587-2059)
Source: Asia Pacific Journal of Education. 2021 41(4):657-672.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Family Environment, Educational Environment, Second Language Learning, Second Language Instruction, English (Second Language), Preschool Children, Vocabulary Development, Reading Skills, Nonverbal Ability, Mothers, Educational Attainment, Foreign Countries, Linguistic Input, Receptive Language, Parent Child Relationship, Reading Aloud to Others, Books, Teacher Qualifications, Preschool Teachers, Teacher Student Relationship, Longitudinal Studies, Bilingualism, Language Tests, Reading Tests, Classroom Environment, Intelligence Tests, Parent Attitudes, Family Characteristics
Geographic Terms: Singapore
Assessment and Survey Identifiers: Classroom Assessment Scoring System, Raven Advanced Progressive Matrices, Raven Progressive Matrices
DOI: 10.1080/02188791.2021.1932742
ISSN: 0218-8791
Abstract: The current study explored the home and school factors that are important for Singaporean pre-schoolers' (N = 1440) early English development from K1 to P1. Language input quantity and quality factors at home (e.g., number of English books,) and at school (e.g., instructional support in class) were used to predict children's English vocabulary and word reading development using linear mixed-effects models. Children's internal factors (e.g., non-verbal reasoning) were controlled. The results revealed that children who had more English input and higher input quality at home demonstrated faster receptive vocabulary growth. Children's word reading skill was more influenced by the English input quality at home. Children who were frequently read to in English demonstrated faster development in word reading competence. Mother's educational level also mattered: higher maternal education was associated with faster growth in reading skill. The length of time children stayed at school and teachers' qualification also significantly and positively associated with children's English learning. These findings indicate the substantial contribution of the home literacy environment to Singaporean children's early English language development, compared to the quality of teacher-child interactions in preschool. The necessity of more parental involvement in early English language learning at home is discussed under the realm of usage-based theory.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1325220
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Home and School Factors in Early English Language Development
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  Label: Language
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  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Sun%2C+He%22">Sun, He</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5729-8002">0000-0001-5729-8002</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ng%2C+Ee+Lynn%22">Ng, Ee Lynn</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6587-2059">0000-0002-6587-2059</externalLink>)
– Name: TitleSource
  Label: Source
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  Data: <searchLink fieldCode="SO" term="%22Asia+Pacific+Journal+of+Education%22"><i>Asia Pacific Journal of Education</i></searchLink>. 2021 41(4):657-672.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
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  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Ability%22">Nonverbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Mothers%22">Mothers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Aloud+to+Others%22">Reading Aloud to Others</searchLink><br /><searchLink fieldCode="DE" term="%22Books%22">Books</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Tests%22">Intelligence Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Characteristics%22">Family Characteristics</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Singapore%22">Singapore</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Classroom+Assessment+Scoring+System%22">Classroom Assessment Scoring System</searchLink><br /><searchLink fieldCode="SU" term="%22Raven+Advanced+Progressive+Matrices%22">Raven Advanced Progressive Matrices</searchLink><br /><searchLink fieldCode="SU" term="%22Raven+Progressive+Matrices%22">Raven Progressive Matrices</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02188791.2021.1932742
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0218-8791
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The current study explored the home and school factors that are important for Singaporean pre-schoolers' (N = 1440) early English development from K1 to P1. Language input quantity and quality factors at home (e.g., number of English books,) and at school (e.g., instructional support in class) were used to predict children's English vocabulary and word reading development using linear mixed-effects models. Children's internal factors (e.g., non-verbal reasoning) were controlled. The results revealed that children who had more English input and higher input quality at home demonstrated faster receptive vocabulary growth. Children's word reading skill was more influenced by the English input quality at home. Children who were frequently read to in English demonstrated faster development in word reading competence. Mother's educational level also mattered: higher maternal education was associated with faster growth in reading skill. The length of time children stayed at school and teachers' qualification also significantly and positively associated with children's English learning. These findings indicate the substantial contribution of the home literacy environment to Singaporean children's early English language development, compared to the quality of teacher-child interactions in preschool. The necessity of more parental involvement in early English language learning at home is discussed under the realm of usage-based theory.
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  Data: 2022
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  Data: EJ1325220
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1325220
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/02188791.2021.1932742
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 657
    Subjects:
      – SubjectFull: Family Environment
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Nonverbal Ability
        Type: general
      – SubjectFull: Mothers
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Linguistic Input
        Type: general
      – SubjectFull: Receptive Language
        Type: general
      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Reading Aloud to Others
        Type: general
      – SubjectFull: Books
        Type: general
      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: Preschool Teachers
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      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Bilingualism
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      – SubjectFull: Classroom Environment
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      – SubjectFull: Intelligence Tests
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Family Characteristics
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      – SubjectFull: Singapore
        Type: general
      – SubjectFull: Classroom Assessment Scoring System
        Type: general
      – SubjectFull: Raven Advanced Progressive Matrices
        Type: general
      – SubjectFull: Raven Progressive Matrices
        Type: general
    Titles:
      – TitleFull: Home and School Factors in Early English Language Development
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