Publications by Craig Ramey

Ramey CT. (2018). The Abecedarian Approach to Social, Educational, and Health Disparities. Clinical Child and Family Psychology Review: PMID:29637322.

Ramey CT, Ramey SL. (2017). Re-framing Early Childhood Care and Education. In: K. Dodge (Ed.), Pre-Kindergarten: The State of Scientific Knowledge. (pp. 93-98):Washington, DC & Durham, NC: Brookings Institute & Duke University.

Ramey SL, Ramey CT. (2016). Stress and resilience in families. In: D. Couchenour & J.K. Chrisman (Ed.), The SAGE Encyclopedia of Contemporary Early Childhood Education. (pp. 1304-1308):Thousand Oaks, CA: SAGE Publications, Inc.

Bickel WK, Moody L, Quisenberry AJ, Ramey CT, Sheffer CE. (2014). A competing neurobehavioral decision systems model of SES-related health and behavioral disparities. Preventative Medicine 68: 37-43.

Ramey SL, Lanzi RG, Ramey CT. (2014). Family resilience to promote positive child development, strong and flexible families, and intergenerational vitality. In: Arditti JA (Ed.), Family problems: stress, risk, & resilience. (pp. 185-199):Hoboken, NJ: Wiley/Blackwell.

Ramey CT, Sparling JJ, Ramely SL. (2014). Interventions for students from impoverished environments. In: Mascolo J, Flanagan D, Alfonso VC (Ed.), Essentials of planning, selecting and tailoring interventions for unique learners. (pp. 415-48):Hoboken, NJ: John Wiley & Sons, Inc.

Ramey CT, Sparling JJ, Ramey SL. (2012). Abecedarian: The ideas, the approach, and the findings. Los Altos, CA: Sociometrics Corporation.

Campbell FA., Pungello E, Kainz K, Burchinal M, Yi P, Wasik BH, Barbarin O, Sparling JJ, Ramey CT. (2012). Adult outcomes as a function of an early childhood educational program: An Abecedarian project follow-up. Developmental Psychology 48: 1033-43.

Ramey SL, Ramey CT. (2012). Understanding the developmental influences of the family environment. In: Mayes LC, Lewis M (Ed.), The environment of human development: A handbook of theory and measurement. (pp. 222-42):New York, NY: Cambridge University Press.

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, NJ: 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.