Publications for Craig Ramey

  • Campbell, F.A., Pungello, E., Kainz, K., Burchinal, M., Yi, P, Wasik, B.H., Barbarin, O., Sparling, J.J., & Ramey, C.T. (2012). Adult outcomes as a function of an early childhood educational program: An Abecedarian project follow-up. Developmental Psychology.
  • Pungello, E.P., Kainz, K., Burchinal, M., Wasik, B.H., Sparling, J.J. Ramey, C.T., & Campbell, F.A. (2010). Early educational intervention, early cumulative risk, and the early home environment as predictors of young adult outcomes within a high-risk sample. Child Development 81, 410-426.
  • Ramey, C.T., & Ramey, S.L. (2010). Head Start: Strategies to improve outcomes for children living in poverty. In: R. Haskins and W.S. Barnett (Ed.), Investing in Young Children: New Directions in Federal and Early Childhood Policy. (pp. 59-67).Washington, DC: Brookings Institution Press.
  • Ramey, C.T., Ramey, S.L., & Stokes, B.R. (2009). Research evidence about program dosage and student achievement: Effective public prekindergarten programs in Maryland and Louisiana. In: R. Pianta & C. Howes (Ed.), The Promise of Pre-K. (pp. 79-105).Baltimore: Brookes Publishing.
  • Campbell, F.A., Wasik, B.H., Pungello, E., Burchinal, M., Barbarin, O., Kainz, K., Sparling, J.J., & Ramey, C.T. (2008). Young adult outcomes from the Abecedarian and CARE early childhood educational interventions. Early Childhood Research Quarterly 23, 452-466.
  • Ramey S.L., & Ramey C.T. (2007). Establishing a science of professional development for early education programs: The Knowledge Application Information Systems (KAIS) theory of professional development. In: L.M. Justice & C. Vukelich (Ed.), Achieving excellence in preschool language and literacy instruction. (pp. 41-63).New York: Guilford Press.
  • Ramey, C.T., Ramey, S.L., & Lanzi, R.G. (2006). Children’s health and education. In: I. Sigel & A. Renninger (Ed.), The handbook of child psychology. (pp. 864–892).Hoboken, New Jersey: Wiley & Sons.
  • Ramey, C.T. & Ramey, S.L. (2006). Early learning and school readiness: Can early intervention make a difference? In: N.F. Watt, C.C. Ayoub, R.H. Bradley, J.E. Puma, & W.A. Lebeouf (Ed.), The crisis in youth mental health: Critical issues and effective programs. Early intervention programs and policies. (pp. 291-317).Westport: Praeger Press.
  • Ramey, C.T., & Ramey, S.L. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly 50, 471-491.
  • Ramey, C.T., Campbell, F.A., Burchinal, M., Skinner, M.L., Gardner, D.M., & Ramey, S.L. (2000). Persistent effects of early childhood education on high-risk children and their mothers. Applied Developmental Science 4, 2-14.
  • Ramey, C.T., & Ramey, S.L. (1998). Early intervention and early experience. American Psychologist 53, 109-120.
  • Ramey, S.L., & Ramey, C.T. (1997). The role of universities in child development. In: H.J. Walberg, O. Reyes, & R.P. Weissberg (Ed.), Children and youth: Interdisciplinary perspectives. (pp. 13-44).Thousand Oaks, CA: Sage.
  • Ramey, C.T., Bryant, D.M., Wasik, B.H., Sparling, J.J., Fendt, K.H., & LaVange, L.M. (1992). Infant Health and Development Program for low birth weight, premature infants: Program elements, family participation, and child intelligence. Pediatrics 89, 454-465.

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