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An analysis of the effectiveness of early intervention programs for high-risk children
Bryant, Donna M., 1987
In M.J. Guralnick & F.C. Bennett (Eds.), Effectiveness of early intervention for at-risk and handicapped children (pp. 33-78). New York: Academic Press

A review of seventeen studies on the impact of early educational intervention on intellectual development in children from socioeconomically disadvantaged families

Other

The AppleTree approach to school readiness: A case study using a longitudinal population-referenced evaluation approach
Ramey, Craig T., 2010
Washington, DC: AppleTree Institute for Education Innovation.

Findings from a study of the quality of AppleTree Institute for Education Innovation prekindergarten classrooms, of participants' cognitive development, and of the relationship of participants' cognitive development to years of program participation

Fact Sheets & Briefs

Beginning school for children at risk
Ramey, Craig T., 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 217-251). Baltimore: Paul H. Brookes Publishing Co.

A review of why the transition to school is considered an important period for scientific inquiry, educational improvement, and societal concern

Other

Carolina Abecedarian Project and the Carolina Approach to Responsive Education (CARE), 1972-1992
Ramey, Craig T., 2004
Ramey, Craig T., James J. Gallagher, Frances A. Campbell, Barbara H. Wasik, and Joseph J. Sparling. CAROLINA ABECEDARIAN PROJECT AND THE CAROLINA APPROACH TO RESPONSIVE EDUCATION (CARE), 1972-1992 [Computer file]. ICPSR version. Chapel Hill, NC: University of North Carolina [producer], 2002. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2004.

Data Sets

Early day care, infant-mother attachment, and maternal responsiveness in the infants' first year
Burchinal, Margaret, 1992
Early Childhood Research Quarterly, 7(2), 383-396

A longitudinal study on the impact of non maternal child care on mother-child relationships and infants� insecure maternal attachments

Reports & Papers

Early intervention and mediating processes in cognitive performance of children of low-income African American families
Burchinal, Margaret, 1997
Child Development, 68(5), 935-954

A longitudinal study of the importance of the relationship among better cognitive performance, early intervention child care and responsive stimulating family care on low income African American children

Reports & Papers

Early learning and school readiness: Can early intervention make a difference?
Ramey, Craig T., 2004
Merrill-Palmer Quarterly, 50(4), 471-491

A longitudinal study investigating whether exposing low income, at risk children to high quality early childhood education can encourage cognitive development, school readiness, and long term academic achievement

Other

Language skills of children with different preschool experiences
Roberts, Joanne E., 1979
Journal of Speech and Hearing Research, 32(4), 773-786

A study of the effects of a language-enriched child care program on the language skills of children three months to five years of age from socioeconomically disadvantaged families

Reports & Papers

Persistent effects of early intervention on high-risk children and their mothers
Ramey, Craig T., 2000
Applied Developmental Science, 4(1), 2-14

A report on the long-term child and mother outcomes of the Abecedarian Project, a two-phase, comparative, early childhood education, pediatric healthcare, and family support program

Reports & Papers

Type of daycare and preschool intellectual development in disadvantaged children
Burchinal, Margaret, 1989
Child Development, 60(1), 128-137

A study of the impacts of university, community and family-based child care systems on the intellectual development of children from socioeconomically disadvantaged families

Reports & Papers

Type of day-care and preschool intellectual development in disadvantaged children
Burchinal, Margaret, 1989
Child Development, 60(1), 128-137

A study of the levels and patterns of preschool intellectual development of three groups of socioeconomically disadvantaged children in three different types of center-based child care

Reports & Papers

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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			An analysis of the effectiveness of early intervention programs for high-risk children Bryant, Donna M., 1987 In M.J. Guralnick & F.C. Bennett (Eds.), Effectiveness of early intervention for at-risk and handicapped children (pp. 33-78). New York: Academic Press A review of seventeen studies on the impact of early educational intervention on intellectual development in children from socioeconomically disadvantaged families	Other
			The AppleTree approach to school readiness: A case study using a longitudinal population-referenced evaluation approach Ramey, Craig T., 2010 Washington, DC: AppleTree Institute for Education Innovation. Findings from a study of the quality of AppleTree Institute for Education Innovation prekindergarten classrooms, of participants' cognitive development, and of the relationship of participants' cognitive development to years of program participation	Fact Sheets & Briefs
			Beginning school for children at risk Ramey, Craig T., 1999 In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 217-251). Baltimore: Paul H. Brookes Publishing Co. A review of why the transition to school is considered an important period for scientific inquiry, educational improvement, and societal concern	Other
			Carolina Abecedarian Project and the Carolina Approach to Responsive Education (CARE), 1972-1992 Ramey, Craig T., 2004 Ramey, Craig T., James J. Gallagher, Frances A. Campbell, Barbara H. Wasik, and Joseph J. Sparling. CAROLINA ABECEDARIAN PROJECT AND THE CAROLINA APPROACH TO RESPONSIVE EDUCATION (CARE), 1972-1992 [Computer file]. ICPSR version. Chapel Hill, NC: University of North Carolina [producer], 2002. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2004.	Data Sets
			Early day care, infant-mother attachment, and maternal responsiveness in the infants' first year Burchinal, Margaret, 1992 Early Childhood Research Quarterly, 7(2), 383-396 A longitudinal study on the impact of non maternal child care on mother-child relationships and infants� insecure maternal attachments	Reports & Papers
			Early intervention and mediating processes in cognitive performance of children of low-income African American families Burchinal, Margaret, 1997 Child Development, 68(5), 935-954 A longitudinal study of the importance of the relationship among better cognitive performance, early intervention child care and responsive stimulating family care on low income African American children	Reports & Papers
			Early learning and school readiness: Can early intervention make a difference? Ramey, Craig T., 2004 Merrill-Palmer Quarterly, 50(4), 471-491 A longitudinal study investigating whether exposing low income, at risk children to high quality early childhood education can encourage cognitive development, school readiness, and long term academic achievement	Other
			Language skills of children with different preschool experiences Roberts, Joanne E., 1979 Journal of Speech and Hearing Research, 32(4), 773-786 A study of the effects of a language-enriched child care program on the language skills of children three months to five years of age from socioeconomically disadvantaged families	Reports & Papers
			Persistent effects of early intervention on high-risk children and their mothers Ramey, Craig T., 2000 Applied Developmental Science, 4(1), 2-14 A report on the long-term child and mother outcomes of the Abecedarian Project, a two-phase, comparative, early childhood education, pediatric healthcare, and family support program	Reports & Papers
			Type of daycare and preschool intellectual development in disadvantaged children Burchinal, Margaret, 1989 Child Development, 60(1), 128-137 A study of the impacts of university, community and family-based child care systems on the intellectual development of children from socioeconomically disadvantaged families	Reports & Papers
			Type of day-care and preschool intellectual development in disadvantaged children Burchinal, Margaret, 1989 Child Development, 60(1), 128-137 A study of the levels and patterns of preschool intellectual development of three groups of socioeconomically disadvantaged children in three different types of center-based child care	Reports & Papers