Early Learning and School Readiness: Can Early Intervention Make a Difference?

By C. Ramey, S. Ramey. 2004

515 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Pediatrics, Perinatology and Child Health

View Paper: https://www.semanticscholar.org/paper/837a79d837f6d22dae4c782864e0b33c5f3bd5a4

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In Developmental and Educational Psychology

In Education

In Pediatrics, Perinatology and Child Health

Citations in the corpus

Training early visuo-spatial abilities: A controlled classroom-based intervention study (2019, background): “…al., 2007; Halberda et al., 2008; Hornung et al., 2014; Jordan et al., 2009; LeFevre et al., 2010; Martin et al., 2014; Mazzocco et al., 2011; Verdine, Irwin, et al., 2014) and on the other hand, by the evidence of the long-term effectiveness of preschool interventions (Ramey & Ramey, 1998, 2004).”
Mother-child conversations at 36 months and at pre-kindergarten: Relations to children's school readiness (2012, background): “Of particular importance is research on the foundations of school readiness in children from economically disadvantaged backgrounds, since achievement gaps in school readiness persist (e.g. Rock and Stenner, 2005; Bredekamp, 2004; Ramey and Ramey, 2004; Lee and Burkham, 2002).”
Socioeconomic Inequality and the Developing Brain: Spotlight on Language and Executive Function (2018, background): “Intensive preschool interventions (e.g., the Perry Preschool and Abecedarian projects) have had positive effects into adulthood (Ramey & Ramey, 2004), and in evaluations of publicly funded prekindergarten programs, children had more optimal language, literacy, and math outcomes (Weiland &…”
SES differences in language processing skill and vocabulary are evident at 18 months (2012, unknown): “By the time they enter kindergarten, children from disadvantaged backgrounds differ substantially from their more advantaged peers in verbal and other cognitive abilities (Ramey & Ramey, 2004), disparities that are predictive of later academic success or failure (Lee & Burkam, 2002).”
Supermarket Speak: Increasing Talk Among Low-Socioeconomic Status (2015, unknown): “…at enriching parent–child interactions, which in turn promote cognitive skills, language development, and school readiness (Administration for Children and Families, 2003; Deutscher, Fewell, & Gross, 2006; Lugo-Gil & Tamis-LeMonda, 2008; Ramey & Ramey, 2004; Rodriguez & Tamis-LeMonda, 2011).”
Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program (2008, background): “In general, research suggests that comprehensive, high-quality preschoolprogramscanimprovetheschoolreadiness of disadvantaged children and have extended benefits over time (Barnett, 1995; Ramey & Ramey, 2004 ).”
Cognitive Flexibility, Approaches to Learning, and Academic School Readiness in Head Start Preschool Children (2011, background): “For these children, supporting the development of academic school readiness skills, including knowledge of colors, numbers, letters, and basic vocabulary, is particularly important: Although children in poverty tend to enter school already behind their more affluent peers, children who enter school ”
The relationship between teacher qualification and the quality of the early childhood education and care environment (2017, background): “…developmental and social experiences, as well as a supportive and nurturing environment, in the early years (e.g., preschool years) are commonly translated into improved school readiness and subsequent successful academic achievement in areas such as reading and mathematics (Ramey & Ramey, 2004).”
Early Childhood Education: The Long-Term Benefits (2017, background): “…Academics; attendance; early learning; quality preschool; social skills; special education There is considerable evidence among those who work with child development and early education that 4-year-olds gain from being in a high-quality, early learning setting (e.g., Ramey & Ramey, 2004).”
Talking to children matters: Early language experience strengthens processing and builds vocabulary (2013, background): “…they enter kindergarten, children from disadvantaged backgrounds differ significantly from their more advantaged peers in verbal and other cognitive abilities (Ramey & Ramey, 2004), and these disparities are predictive of later academic success or failure (Hart & Risley, 1995; Lee & Burkam, 2002).”
Teacher–Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness (2017, background): “…adult earning potential, and even crime and delinquency is in part dependent on practices in early education classrooms that shape the delivery of educational and developmental resources (Barnett & Yarosz, 2007; Bruner, Floyd, & Copeman, 2005; Hamre & Pianta, 2001; Ramey & Ramey, 2004).”
How experience gets under the skin to create gradients in developmental health. (2010, background): “Finally, at the level of society, access to quality programs matters (83, 88).”
Early achievement in rural China: The role of preschool experience☆ (2012, unknown): “…confirms that children from disadvantaged backgrounds benefit from preschool participation (e.g., Aboud, 2006; Aboud et al., 2008; Campbell, Ramey, Pungell, Sparling, & Miller-Johnson, 2002; McCartney, Dearing, Taylor, & Bub, 2007; Ramey & Ramey 2004; Rao & Pearson, 2007; Schweinhart et al., 2005).”