Questionnaire responses from 91 parents and 30 instructional staff in the Northern Cheyenne Behavior Analysis Model of Follow Through were positive with respect to the emphasis on basic skills, amount children were learning or being taught, curriculum, and teaching procedures used in the classroom. (Author/LC)

Examines predictors of accent transfer from L1 to L2 in a group whose acquisition of English as a second language had begun at ages ranging from 6 to 15 plus. Discusses effects of age on L2 acquisition, adding that the only other strong factor was whether L2 was used in the home. (Author/MES)

Development in general, and sex-role behavior in particular, is influenced by both biological and environmental factors. However, the coalescence of these factors around the child's growing social cognitive abilities is the critical factor in the development of sex role behavior. (Author/EB)

Discusses how expanding one's knowledge of depression can help in supporting Head Start families. Defines depression and lists symptoms of depression for adults and children of various ages, describes how parent's depression can affect child development and the family, and considers how Head Start and support agencies can support children and…

Identifies those aspects of family support that have the most influence on students' learning in mathematics and science. Examines the relationship of the mother's support and participation to the eighth-grade minority child's score on standardized tests. Contains 36 references. (DDR)

Explored how fifth and sixth graders' perceptions of parenting, teaching, and school differed by maternal employment status. Found that self-competence of students with nonemployed mothers was associated with parents' achievement values; self-competence of students with employed mothers was associated with parents' school involvement. Children of…

Examined linkages between child disruptive behavior disorder, quality of mother-child interactions, and mothers' recollections/attitudes toward their parents. Preschool boys (N=25) referred to a psychiatric clinic were matched with normally functioning boys. Mothers and sons were videotaped during a separation-reunion sequence, the Adult…

Examined relationship between socioeconomic status (SES) and mediated learning experience (MLE) in mother-child free-play and structured interaction situations, and how well MLE predicted cognitive performance of kindergartners. Found that MLE scores were positively related to SES, and higher in free-play than in structured situations, especially…

Focuses on the discriminant validity of four types of social support (informational, emotional, tangible, and companionship) and the utility of distinguishing support provision from different referents. Results affirm the importance of distinguishing who provides the social support. Analysis revealed a correlation between family members and types…

A study examining Mexican-born parents' influence on their children's academic outcomes surveyed 273 Mexican American students attending three Los Angeles high schools. Girls reported higher academic motivation and educational aspirations than boys. Parent behaviors of helping, monitoring, and supporting positively affected academic motivation.…

Examined preschoolers' use of display rules, their outcome expectancies when managing negative affect, and parental perceptions of family emotional expressivity. Found that children reported expressing emotion most to fathers; boys regulated affect with mothers more than did girls. Also found that children expressed emotion when expecting help,…

Examines educational achievement, family income, parents' level of education, college selection, and field of study among 2,658 high-achieving African American high school students with high scores on the Scholastic Aptitude Tests. Findings suggest the important role-modeling effect parents (or other adults) have on students. (SLD)

Presents recent estimates on adolescents' risk status along with a description of the characteristics of young people who typically exhibit high-risk behaviors. Reviews common components of successful interventions and proposes a comprehensive approach to program planning that combines school-based reform with community agency efforts. (GR)

Reviews literature on family influence on children's acquisition of literacy. Discusses the ambivalence regarding family literacy theories and the lack of family literacy theoretical frameworks. Identifies types of family involvement and effective literacy strategies for families. Finds that most studies suggest that family literacy contributes to…

A retrospective review of 249 French children (ages 8-15) with severe dyslexia found that families were characterized by low occupational status and educational level for parents and predominance of high-ranking children in large sibships. Parental age and matrimonial status seemed unimportant. (Author/JDD)