Early learning, later success : the Abecedarian Study : early childhood educational intervention. - Page 1 |
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Early Learning, Later Success THE ABECEDARIAN STUDY Early Childhood Educational Intervention Acknowledgments The age- 21 follow- up of the Abecedarian study was funded jointly by: ➤ The Maternal and Child Health Bureau of the Department of Health and Human Services ( grant: MCJ370632) ➤ The National Institute on Early Childhood Development and Education of the Office of Educational Research and Improvement, Department of Education ( OERI, grant: R306F960202) ➤ The David and Lucile Packard Foundation ( grants: 95- 1796, 96- 1752, & 98- 1047) Earlier phases of the research were primarily funded by a series of grants from: ➤ The Mental Retardation and Developmental Disabilities Branch of the National Insti-tutes of Child Health and Hu-man Development ➤ The State of North Carolina These materials were prepared with the help of a grant from OERI. The findings of the Abecedarian Project do not necessarily reflect the views of the granting agencies. Representative Articles Ramey, C. T., & Campbell, F. A. ( 1984). Preventive education for high- risk children: Cognitive consequences of the Carolina Abecedarian Proj-ect. American Journal of Mental Deficiency, 88, 515- 523. This article describes the child care program in detail and presents findings from cognitive testing of study partici-pants from early infancy through age 54 months. Ramey, C. T., & Campbell, F. A. ( 1991). Poverty, early childhood education, and academic competence: The Abecedarian experiment. In A. Hus-ton ( Ed.), Children reared in poverty ( pp. 190- 221). New York: Cambridge University Press. This chapter describes a school- age component of the project and presents find-ings from cognitive testing of study participants in the primary grades of school. Campbell, F. A., & Ramey, C. T. ( 1994). Effects of early intervention on intel-lectual and academic achievement: A follow- up study of children from low-income families. Child Development, 65, 684- 698. In this article, results of cognitive and achievement testing of study participants at age 12 are presented. Campbell, F. A., & Ramey, C. T. ( 1995). Cognitive and school outcomes for high- risk African- American students at middle adolescence: Positive ef-fects of early intervention. American Educational Research Journal, 32, 743- 772. This article presents results of cognitive and achievement testing at age 15 as well as data concerning grade retention and assignments to special education. Burchinal, M. R., Campbell, F. A., Bryant, D. M., Wasik, B. H., & Ramey, C. T. ( 1997). Early intervention and medi-ating processes in cognitive perfor-mance of children of low- income Afri-can American families. Child Devel-opment, 68, 935- 954. In this article, the Abecedarian data are combined with a similar program called project CARE and the mechanisms by which early intervention affected cognitive performance are examined. Ramey, C. T., Campbell, F. A., Burchinal, M., Skinner, M. L., Gardner, D. M., & Ramey, S. L. ( in press). Persis-tent effects of early intervention on high- risk children and their moth-ers. Applied Developmental Science. In addition to presenting results of child testing, this article presents findings demonstrating the benefits of the availability of high- quality, consistent child care for the mothers of children in the Abecedarian study. © 1999 Frank Porter Graham Child Development Center University of North Carolina at Chapel Hill For more information on the Abecedarian Study visit the website at www. fpg. unc. edu/~ abc
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Title | Early learning, later success : the Abecedarian Study : early childhood educational intervention. - Page 1 |
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Full Text | Early Learning, Later Success THE ABECEDARIAN STUDY Early Childhood Educational Intervention Acknowledgments The age- 21 follow- up of the Abecedarian study was funded jointly by: ➤ The Maternal and Child Health Bureau of the Department of Health and Human Services ( grant: MCJ370632) ➤ The National Institute on Early Childhood Development and Education of the Office of Educational Research and Improvement, Department of Education ( OERI, grant: R306F960202) ➤ The David and Lucile Packard Foundation ( grants: 95- 1796, 96- 1752, & 98- 1047) Earlier phases of the research were primarily funded by a series of grants from: ➤ The Mental Retardation and Developmental Disabilities Branch of the National Insti-tutes of Child Health and Hu-man Development ➤ The State of North Carolina These materials were prepared with the help of a grant from OERI. The findings of the Abecedarian Project do not necessarily reflect the views of the granting agencies. Representative Articles Ramey, C. T., & Campbell, F. A. ( 1984). Preventive education for high- risk children: Cognitive consequences of the Carolina Abecedarian Proj-ect. American Journal of Mental Deficiency, 88, 515- 523. This article describes the child care program in detail and presents findings from cognitive testing of study partici-pants from early infancy through age 54 months. Ramey, C. T., & Campbell, F. A. ( 1991). Poverty, early childhood education, and academic competence: The Abecedarian experiment. In A. Hus-ton ( Ed.), Children reared in poverty ( pp. 190- 221). New York: Cambridge University Press. This chapter describes a school- age component of the project and presents find-ings from cognitive testing of study participants in the primary grades of school. Campbell, F. A., & Ramey, C. T. ( 1994). Effects of early intervention on intel-lectual and academic achievement: A follow- up study of children from low-income families. Child Development, 65, 684- 698. In this article, results of cognitive and achievement testing of study participants at age 12 are presented. Campbell, F. A., & Ramey, C. T. ( 1995). Cognitive and school outcomes for high- risk African- American students at middle adolescence: Positive ef-fects of early intervention. American Educational Research Journal, 32, 743- 772. This article presents results of cognitive and achievement testing at age 15 as well as data concerning grade retention and assignments to special education. Burchinal, M. R., Campbell, F. A., Bryant, D. M., Wasik, B. H., & Ramey, C. T. ( 1997). Early intervention and medi-ating processes in cognitive perfor-mance of children of low- income Afri-can American families. Child Devel-opment, 68, 935- 954. In this article, the Abecedarian data are combined with a similar program called project CARE and the mechanisms by which early intervention affected cognitive performance are examined. Ramey, C. T., Campbell, F. A., Burchinal, M., Skinner, M. L., Gardner, D. M., & Ramey, S. L. ( in press). Persis-tent effects of early intervention on high- risk children and their moth-ers. Applied Developmental Science. In addition to presenting results of child testing, this article presents findings demonstrating the benefits of the availability of high- quality, consistent child care for the mothers of children in the Abecedarian study. © 1999 Frank Porter Graham Child Development Center University of North Carolina at Chapel Hill For more information on the Abecedarian Study visit the website at www. fpg. unc. edu/~ abc |