Cognitive Stimulation at Home and in Child Care and Children's Preacademic Skills in Two-Parent Families.

This paper used the Early Childhood Longitudinal Study-Birth Cohort (N = 1,258) to examine the influence of hilevels of cognitive stimulation from mothers, fathers, and childcare providers at 24 months and children's pre-academic skills at 48 and 60 months in two parent families. Results from path analysis showed direct positive effects of fathers' early cognitive stimulation on early reading and math skills at 48 and 60 months. There were also two moderated effects: The effects of high levels of maternal stimulation at 24 months on early math and reading skills at 48 months were largest for children also receiving high levels of cognitive stimulation from their childcare providers.

Generational Differences in Children's Externalizing Behavior Problems.

This study examines the effects of time spent with parents and peers on generational differences in children's externalizing behavior problems in immigrant families. Using the Child Development Supplement and Time Diaries from the Panel Study of Income Dynamics, we found that first and second generation children exhibited fewer externalizing behavior problems than did third generation children, despite their lower socioeconomic status. First and second generation children spent more time with either one or both parents, and less time with peers, on the weekend day than did third generation children.

How do they do it? The immigrant paradox in the transition to adulthood.

How do children of immigrants consistently outperform children of native-born U.S. parents, in spite of lower familial resources? Using the Transition to Adulthood Study of the Panel Study of Income Dynamics, children of immigrant and native-born parents completing high school in 2005-13 are followed as they move into the young adult years.

Parental involvement, child effort, and the development of immigrant boys' and girls' reading and mathematics skills: A latent difference score growth model.

Gender differences in elementary school performance among immigrant children have not yet been well documented. This study examined how differences in parental involvement, child effort, and family characteristics and resources contribute to immigrant boys'-and girls' academic achievement from kindergarten through 5-grade. The sample was drawn from the Early Childhood Longitudinal Study-Kindergarten cohort.

Electronic Play, Study, Communication, and Adolescent Achievement, 2003 to 2008.

Adolescents' time spent messaging, exploring websites, and studying on the computer increased between 2003 and 2008. Using data from the Panel Study of Income Dynamics Child Development Supplement, this study examines how such changes have influenced individual achievement and behavior from childhood to adolescence. Greater communications and Internet web time proved detrimental to vocabulary and reading whereas the increased use of computer games was associated with increased reading and problem-solving scores, particularly for girls and minority children.

Cell Phone Use and Child and Adolescent Reading Proficiency.

This study examined the association between cell phone use, including minutes spent talking and number of text messages sent, and two measures of children's reading proficiency - tests of word decoding and reading comprehension - in the United States. Data were drawn from the Child Development Supplement to the Panel Study of Income Dynamics, a nationally representative survey of 1,147 children 10-18 in 2009. Children whose parents were better educated, who had higher family incomes, who had fewer siblings, and who lived in urban areas were more likely to own or share a cell phone.

Parent-child acculturation, parenting, and adolescent depressive symptoms in Chinese immigrant families.

Using a sample of 388 father-adolescent and 399 mother-adolescent dyads in Chinese immigrant families, the current investigation tested Portes and Rumbaut's (1996) assertion that generational dissonance may indicate a family context that places children at increased risk for adverse outcomes. Study findings suggest that a high discrepancy in father-adolescent acculturation levels relates significantly to more adolescent depressive symptoms. The study further demonstrates that the quality of the parenting relationship between fathers and adolescents operates as a mediator between father-adolescent acculturation discrepancy and adolescent depressive symptoms.