Kelly Cartwright - Directory - Christopher Newport University


Kelly Cartwright

Center for Education Research and Policy - Department of Psychology - Neuroscience Program

Kelly Cartwright


Forbes Hall 2072
(757) 594-7949


  • Ph D in Psychology, University of Arkansas
  • MA in Psychology, University of Arkansas
  • BS in Psychology, Virginia Polytechnic Institute and State University


Biological Bases of Behavior and Cognition, Social Context of Behavior and Cognition, Child Development, Cognitive Development and Laboratory, Neuroscience Seminar: Advances and Applications in Executive Functioning, Senior Seminar in Language Acquisition, Reading Acquisition and Development


Cognition, learning, language, and literacy; recent work has focused on the role of executive functioning in skilled reading comprehension processes and reading comprehension deficits


Kelly Cartwright is a professor of psychology, neuroscience, and teacher preparation at Christopher Newport University where she teaches undergraduate and graduate courses in cognitive development, language, and literacy processes and instruction. She mentors and advises undergraduate students in psychology, neuroscience, linguistics, and teacher preparation; and graduate student pre-service educators. Kelly has provided professional development for teachers across the US and throughout Virginia. Her research focuses on the nature of skilled reading comprehension and the factors that underlie comprehension difficulties from preschool through adulthood in order to find appropriate interventions to serve those who struggle to understand text. Her articles have appeared in journals such as Journal of Research in Reading, Contemporary Educational Psychology, the Journal of Literacy Research, the Journal of Child Language, Early Education and Development, and the Journal of Educational Psychology. Her most recent book, Executive Skills and Reading Comprehension, was published with Guilford in 2015.

Selected Accomplishments

  • Journal Article, Academic Journal
    (2018). Effects of Synchronous versus Asynchronous Scheduling of Reading Methods Content and Field Instruction on Preservice Teachers’ Efficacy and Knowledge. Literacy Practice and Research. Volume, 43. Issue, 2. Pages, 5-13.
  • Journal Article, Academic Journal
    (2017). Reading instruction efficacy and knowledge of pre-service teachers in field placements: What should practicing teachers know to best support interns?. Reading in Virginia. Volume, 39. Pages, 65-71.
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