Kelly B Cartwright
Biographic Data
| ID | 5971294 |
|---|---|
| NAME | Kelly B Cartwright |
| GIVEN NAMES | Kelly B |
| FAMILY NAME | Cartwright |
| SIGNATURE | CARTWRIGHT K B |
| AFFILIATIONS | Christopher Newport University Newport News Virginia USA |
| ORCID | 0000-0001-7487-6855 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 31 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Reading anxiety and reading achievement
Socioeconomic status and early reading achievement
Studies have demonstrated significant associations between executive function (EF) and reading ability. Many of these studies have evaluated this association through composite EF skills. In this study, we evaluated the indirect effects of working memory (WM) and cognitive flexibility (CF) in the relation between kindergarten socioeconomic status (SES) and first‐grade reading achievement. Through a two‐period estimation of mediating effects, we al…
Emergent Bilinguals With Specific Reading Comprehension Deficits
This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral lan…
Correlates and antecedents of theory of mind development during middle childhood and adolescence
Beyond the Simple View of Reading
The simple view of reading describes reading as the product of decoding (D) and listening comprehension (LC). However, the simple view of reading has been challenged, and evidence has proved it to be too simple to explain the complexities of reading comprehension in the elementary school years. Hypotheses have been advanced that there are cognitive‐linguistic factors that underlie the common variance between D and LC, which are malleable, althoug…
The Science of Reading Progresses
The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these…
Contributions of Executive Function and Cognitive Intrinsic Motivation to University Students’ Reading Comprehension
Reading comprehension is an incredibly complex, purposeful activity that involves simultaneous orchestration and integration of multiple processes. However, dominant perspectives suggest that two clusters of skills, word reading and language comprehension, account for successful reading. Such two‐factor models are problematic because they do not easily account for complexities in reading comprehension processes or for contributions to reading com…
Morphological cues to verb meaning
The present studies investigated children's use of verb inflections to guide their initial mapping of verb meanings. Given that children initially apply the progressive -ing inflection to verbs denoting actions and the past -ed inflection to verbs denoting results of events, two studies were conducted to investigate whether children use these inflections during mapping of novel verb meanings. In both studies, subjects were taught novel verbs and …
The Science of Reading Progresses
The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these…
Beyond the Simple View of Reading
The simple view of reading describes reading as the product of decoding (D) and listening comprehension (LC). However, the simple view of reading has been challenged, and evidence has proved it to be too simple to explain the complexities of reading comprehension in the elementary school years. Hypotheses have been advanced that there are cognitive‐linguistic factors that underlie the common variance between D and LC, which are malleable, althoug…
Contributions of Executive Function and Cognitive Intrinsic Motivation to University Students’ Reading Comprehension
Reading comprehension is an incredibly complex, purposeful activity that involves simultaneous orchestration and integration of multiple processes. However, dominant perspectives suggest that two clusters of skills, word reading and language comprehension, account for successful reading. Such two‐factor models are problematic because they do not easily account for complexities in reading comprehension processes or for contributions to reading com…
Morphological cues to verb meaning
The present studies investigated children's use of verb inflections to guide their initial mapping of verb meanings. Given that children initially apply the progressive -ing inflection to verbs denoting actions and the past -ed inflection to verbs denoting results of events, two studies were conducted to investigate whether children use these inflections during mapping of novel verb meanings. In both studies, subjects were taught novel verbs and …
Contributions of Executive Function and Cognitive Intrinsic Motivation to University Students’ Reading Comprehension
Reading comprehension is an incredibly complex, purposeful activity that involves simultaneous orchestration and integration of multiple processes. However, dominant perspectives suggest that two clusters of skills, word reading and language comprehension, account for successful reading. Such two‐factor models are problematic because they do not easily account for complexities in reading comprehension processes or for contributions to reading com…
Correlates and antecedents of theory of mind development during middle childhood and adolescence
Beyond the Simple View of Reading
The simple view of reading describes reading as the product of decoding (D) and listening comprehension (LC). However, the simple view of reading has been challenged, and evidence has proved it to be too simple to explain the complexities of reading comprehension in the elementary school years. Hypotheses have been advanced that there are cognitive‐linguistic factors that underlie the common variance between D and LC, which are malleable, althoug…
The Science of Reading Progresses
The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these…
Socioeconomic status and early reading achievement
Studies have demonstrated significant associations between executive function (EF) and reading ability. Many of these studies have evaluated this association through composite EF skills. In this study, we evaluated the indirect effects of working memory (WM) and cognitive flexibility (CF) in the relation between kindergarten socioeconomic status (SES) and first‐grade reading achievement. Through a two‐period estimation of mediating effects, we al…
Emergent Bilinguals With Specific Reading Comprehension Deficits
This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral lan…
Reading anxiety and reading achievement
Psychology (6 works) · Reading (process) (5 works) · Reading and Literacy Development (5 works) · Cognition (4 works) · Cognitive psychology (4 works) · Linguistics (4 works) · Reading comprehension (4 works) · Comprehension (3 works) · Cognitive flexibility (2 works) · Communication (2 works)