Kelly B Cartwright

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Professor of Psychology, Neuroscience, Teacher Preparation

Christopher Newport University

United States

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Recent Grants

Grant: Close

Project CLIMB: Capturing Language Immersion Benefits

Open Date: 2019-07-01

Close Date: 2023-06-30

Grant: Close

Cognitive and Motivational Contributors to Reading Comprehension in English Learners (ELs) and English Monolinguals (EMs): Different or Similar Growth Patterns

Open Date: 2016-07-01

Close Date: 2020-06-01

Articles (10)

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2023

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2022

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2022

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2022

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2022

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2022

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2021

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2021

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2021

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2020

Collaborators (4)

Amy Weimer

Professor

Texas State University

UNITED STATES

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Zachary Barnes

Assistant Professor of Special Education

Austin Peay State University

UNITED STATES

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Peter Boedeker

Assistant Professor

Baylor College of Medicine

UNITED STATES

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Elizabeth A. Sanders

UNITED STATES

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Kelly B Cartwright

Research Interests

Explore related searches

Contact this professor

Recent Grants

Articles (10)

Supporting Inferential Comprehension in the Preschool Classroom: The Roles of Theory of Mind and Executive Skills

Supporting the development of adherence and self-management in pediatric severe hemophilia.

What’s the Difference? Contributions of Lexical Ambiguity, Reading Comprehension, and Executive Functions to Math Word Problem Solving in Linguistically Diverse 3rd to 5th Graders

Cognitive flexibility in beginning decoding and encoding

Socioeconomic status and early reading achievement: How working memory and cognitive flexibility mediate the relation in low‐achieving and typically developing K to first grade students

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis

The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading

Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals’ and English Monolinguals’ Reading Comprehension

Correlates and antecedents of theory of mind development during middle childhood and adolescence: An integrated model

Near- and far-transfer effects of an executive function intervention for 2nd to 5th-grade struggling readers

Collaborators (4)

Amy Weimer

Zachary Barnes

Peter Boedeker

Elizabeth A. Sanders

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