Chinese American Children Research Articles

Neuropsychological and cognitive effects of Chinese language instruction.

Since little is known concerning the cortical and cognitive effects resulting from the study of a tonal, logographic language which is read from top to bottom and in a right-to-left direction, neuropsychological and intellectual measures on 51 bilingual and 41 monolingual Chinese-American children aged 9 to 12 years were compared. Multivariate statistical analyses yielded significant group differences. As predicted, the over-all mean IQ of bilinguals was higher than that of monolinguals. Other than coding skills, expected superior performance of bilinguals on right-hemisphere or bilaterally sensitive measures was not found; rather, the left-dominant sequential abilities of bilinguals surpassed those of their monolingual peers. English fluency of the two groups was equivalent and monolingual youngsters obtained higher scores on two of five academic achievements tests than bilinguals. The effects of Chinese language instruction among Chinese-American children are discussed in relation to the distinguished educational accomplishments of Asian Americans.

Sex and acculturation differences in occupational values among Chinese-American children.

Etude des differences sexuelles et d'acculturation dans les valeurs professionnelles parmi un groupe d'enfants sino-americains. Implications pour les professionnels du conseil psychologique et pour la recherche

Sex and acculturation differences in occupational values among Chinese-American children.

Sex and acculturation differences in occupational values among Chinese-American children.

Parental reactions to developmental disabilities in Chinese American families

Families of Chinese American children with mental retardation and developmental disabilities were interviewed regarding their attitudes and coping experiences. Chinese American parents, like other American parents, reacted to the crisis with intense feelings and needs. The parents revealed a lack of knowledge and understanding of the diagnosis. Chinese belief systems about health and illness were present in the parents' concepts of causation and treatment.

Prevalence of Hyperactivity among Newly Immigrated Chinese-American Children

There has been little research on the prevalence of hyperactivity among Chinese or Chinese-American children. We administered the 28-item Conners Teacher Rating Scale (TRS) to the teachers of recently immigrated Chinese-American children in grades one through six and obtained data on 282 children. The percentages of children scoring above the criterion score for hyperactivity were 8.76% (boys) and 1.72% (girls). These percentages are less than those reported for comparable samples from all other countries, except South Africa. A factor analysis of the TRS data revealed a factor structure that was largely similar to that reported by Conners, but with notable differences between boys and girls. The relative contributions of genetic and cultural factors to the etiology of hyperactivity are considered in a discussion of the prevalence data.

Children's Achievement at School-Entry Age as a Function of Mothers' and Fathers' Teaching Sets

Previous articleNext article No AccessChildren's Achievement at School-Entry Age as a Function of Mothers' and Fathers' Teaching SetsNancy E. DunnNancy E. Dunn Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 81, Number 4Mar., 1981 Article DOIhttps://doi.org/10.1086/461227 Views: 4Total views on this site Citations: 18Citations are reported from Crossref Copyright 1981 The University of ChicagoPDF download Crossref reports the following articles citing this article:Mary Ann Evans, Laura Hulak Learning to read at home: Kindergarten children’s report in relation to observed parent behaviour, Early Childhood Research Quarterly 50 (Jan 2020): 38–45.https://doi.org/10.1016/j.ecresq.2018.09.010Ofra Korat, Daphna Shneor Can e-books support low SES parental mediation to enrich children’s vocabulary?, First Language 39, no.33 (Jan 2019): 344–364.https://doi.org/10.1177/0142723718822443Stephen A. Petrill, Laura M. Justice Bridging the Gap Between Genomics and Education, Mind, Brain, and Education 1, no.44 (Dec 2007): 153–161.https://doi.org/10.1111/j.1751-228X.2007.00016.xStephen A. Petrill, Kirby Deater-Deckard, Christopher Schatschneider, Chayna Davis Environmental influences on reading-related outcomes: an adoption study, Infant and Child Development 16, no.22 (Jan 2007): 171–191.https://doi.org/10.1002/icd.476Stephen A. Petrill, Kirby Deater-Deckard, Christopher Schatschneider, Chayna Davis Measured Environmental Influences on Early Reading: Evidence From an Adoption Study, Scientific Studies of Reading 9, no.33 (Jul 2005): 237–259.https://doi.org/10.1207/s1532799xssr0903_4Jian Wang, Emily Lin Comparative Studies on U.S. and Chinese Mathematics Learning and the Implications for Standards-Based Mathematics Teaching Reform, Educational Researcher 34, no.55 (Jul 2016): 3–13.https://doi.org/10.3102/0013189X034005003Kirby Deater-Deckard, Stephen A. Petrill, Bessie Wilkerson The Northeast-Northwest Collaborative Adoption Project, Marriage & Family Review 33, no.2-32-3 (Jan 2003): 157–178.https://doi.org/10.1300/J002v33n02_03Carol S. Huntsinger, Paul E. Jose, Shari L. Larson, Dana Balsink Krieg, Chitra Shaligram Mathematics, vocabulary, and reading development in Chinese American and European American children over the primary school years., Journal of Educational Psychology 92, no.44 (Jan 2000): 745–760.https://doi.org/10.1037/0022-0663.92.4.745Monique Sénéchal, Jo-Anne Lefevre, Eleanor M. Thomas, Karen E. Daley Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language, Reading Research Quarterly 33, no.11 (Nov 2011): 96–116.https://doi.org/10.1598/RRQ.33.1.5Adriana G. Bus, Marinus H. van IJzendoorn, Anthony D. Pellegrini Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy, Review of Educational Research 65, no.11 (Jun 2016): 1–21.https://doi.org/10.3102/00346543065001001Adam C. Payne, Grover J. Whitehurst, Andrea L. Angell The role of home literacy environment in the development of language ability in preschool children from low-income families, Early Childhood Research Quarterly 9, no.3-43-4 (Jan 1994): 427–440.https://doi.org/10.1016/0885-2006(94)90018-3Elfrieda H. Hiebert Young Children’s Literacy Experiences in Home and School, (Jan 1993): 33–55.https://doi.org/10.1007/978-1-4612-4376-2_2Janice Light, Alison Kelford Smith Home literacy experiences of preschoolers who use AAC systems and of their nondisabled peers, Augmentative and Alternative Communication 9, no.11 (Jul 2009): 10–25.https://doi.org/10.1080/07434619312331276371John Follman Enhancing Children's Vocabularies, The Clearing House: A Journal of Educational Strategies, Issues and Ideas 63, no.77 (Jul 2010): 329–332.https://doi.org/10.1080/00098655.1990.10114120Carolyn Reeves, Richard Kazelskis, Penny J. Barr Emergent literacy: An exploratory study of the effects of an expanded language experience approach, International Journal of Early Childhood 21, no.11 (Mar 1989): 59–76.https://doi.org/10.1007/BF03174575Jennifer M. Young‐Loveridge The relationship between children's home experiences and their mathematical skills on entry to school, Early Child Development and Care 43, no.11 (Jan 1989): 43–59.https://doi.org/10.1080/0300443890430105Elfrieda H. Hiebert, Cindy S. Adams Fathers' and mothers' perceptions of their preschool children's emergent literacy, Journal of Experimental Child Psychology 44, no.11 (Aug 1987): 25–37.https://doi.org/10.1016/0022-0965(87)90020-8Elfrieda H. Hiebert, Grant Cioffi, Richard F. Antonak A developmental sequence in preschool children's acquisition of reading readiness skills and print awareness concepts, Journal of Applied Developmental Psychology 5, no.22 (Apr 1984): 115–126.https://doi.org/10.1016/0193-3973(84)90012-1

Reaching Chinese-American children with nutrition education

The possible cognitive and behavioral changes of a group of fourth- and fifth-grade Chinese-American school children taught by a nutrition education program consisting of a series of films plus culture-specific classroom instruction were studied. Both knowledge of nutrition and food selection ability of the children were shown to be related to the presence of culture-specific classroom instructions. Implications from this study suggest that the orientation and content of nutrition educational materials must be culturally relevant to the learner, and that supplemental culture-specific classroom instruction to films is an effective way to reach children.

A Study of Chinese American Children

A Study of Chinese American Children