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D-Index & Metrics

Social Sciences and Humanities

D-Index
32
Citations
3724
World Ranking
7369
National Ranking
3584

Overview

Gwendolyn Cartledge is affiliated with The Ohio State University in the United States. Their research spans psychology and mathematics, with key focuses in developmental and educational psychology as well as statistics and probability. The scientist's work addresses multiple main topics, including reading and literacy development, cognitive and developmental aspects of mathematical skills, child development and digital technology, and behavioral and psychological studies.

The scientist has contributed to several publications in the journal Behavior and Social Issues. Recent papers include:

  • On the Science of Reading: How Social Justice, Behavior Analysis, and Literacy Instruction Converge (2024, Behavior and Social Issues)
  • Correction to: On the Science of Reading: How Social Justice, Behavior Analysis, and Literacy Instruction Converge (2024, Behavior and Social Issues)
  • Guest Editorial: The Power of the Science of Behavior in Today's Literacy Crisis (2024, Behavior and Social Issues)

Frequent coauthors who have collaborated with Cartledge include:

  • Amanda L. Yurick
  • Morris R. Council
  • Alana Oif Telesman
  • Shobana Musti-Rao
  • Ralph Gardner

The main fields of study for Cartledge focus primarily on psychology and mathematics, with a particular emphasis on developmental and educational psychology and statistics and probability. This multidisciplinary approach is reflected in their research topics, which cover reading and literacy development alongside cognitive and developmental facets of mathematical skills.

The scientist's publications contribute to the understanding of literacy instruction in relation to social justice and behavior analysis as well as contemporary challenges in literacy crises through behavior science perspectives. Their role in editorial work further highlights engagement with the broader discourse in behavioral science and education.

Best Publications

  • New Directions in Social Skills Assessment and Intervention for Elementary and Middle School Students

    Stephen N. Elliott;Christine K. Malecki;Michelle K. Demaray

  • Culturally Responsive Classrooms for Culturally Diverse Students with and at Risk for Disabilities

    Unknown

  • Effects of Response Cards on Disruptive Behavior and Academic Responding During Math Lessons by Fourth-Grade Urban Students

    Michael Charles Lambert;Gwendolyn Cartledge;William L. Heward;Ya-yu Lo

  • Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support.

    Claudia G. Vincent;Carla Randall;Gwendolyn Cartledge;Tary J. Tobin

  • The Case for Teaching Social Skills in the Classroom: A Review

    Unknown

  • Improving the Reading Skills of Urban Elementary Students Through Total Class Peer Tutoring

    Lefki Kourea;Gwendolyn Cartledge;Shobana Musti-Rao

  • The Effects of Theory-of-Mind and Social Skill Training on the Social Competence of a Sixth-Grade Student With Autism:

    Hua Feng;Ya-yu Lo;Shuling Tsai;Gwendolyn Cartledge

  • Self-Monitoring for Elementary School Children with Serious Emotional Disturbances: Classroom Applications for Increased Academic Responding.

    Lila Sabella Levendoski;Gwendolyn Cartledge

  • FBA and BIP: Increasing the Behavior Adjustment of African American Boys in Schools

    Ya-yu Lo;Gwendolyn Cartledge

  • Using Peer-Mediated Repeated Readings as a Fluency-Building Activity for Urban Learners

    Amanda L. Yurick;Porsha D. Robinson;Gwendolyn Cartledge;Ya-yu Lo

  • Early Reading Intervention: Responding to the Learning Needs of Young at-Risk English Language Learners:

    Lisa Klett Gyovai;Gwendolyn Cartledge;Lefki Kourea;Amanda Yurick

  • Effects of a Supplemental Early Reading Intervention With At-Risk Urban Learners

    Shobana Musti-Rao;Gwendolyn Cartledge

  • Mt. Olivet After-School Program: Peer-Mediated Interventions for At-Risk Students

    Ralph Gardner;Gwendolyn Cartledge;Barbara Seidl;M. Lynn Woolsey

  • Making Home an Advantage in the Prevention of Reading Failure: Strategies for Collaborating With Parents in Urban Schools

    Shobana Musti-Rao;Gwendolyn Cartledge

  • Repeated Reading for Students with Emotional or Behavioral Disorders: Peer-and Trainer-Mediated Instruction.

    John E. Staubitz;Gwendolyn Cartledge;Amanda L. Yurick;Ya-Yu Lo

  • The Effects of Social Skills Instruction on the Social Behaviors of Students at Risk for Emotional or Behavioral Disorders

    Ya-Yu Lo;Scott A. Loe;Gwendolyn Cartledge

  • Increasing Employment Earnings: Extended Transition Services that Make a Difference.

    Margo Vreeburg Izzo;Gwendolyn Cartledge;Larry Miller;Bruce Growick

  • Learning Social Skills through Literature for Children and Adolescents.

    Gwendolyn Cartledge;Mary W. Kiarie

  • Total Class Peer Tutoring and Interdependent Group Oriented Contingency: Improving the Academic and Task Related Behaviors of Fourth-Grade Urban Students.

    Ya-yu Lo;Gwendolyn Cartledge

  • The Effects of Cross-Age Tutoring on the Academic Achievement, Social Behaviors, and Self-Perceptions of Low-Achieving African-American Males with Behavioral Disorders.

    Lessie Cochran;Hua Feng;Gwendolyn Cartledge;Sheri Hamilton

  • Professional Ethics Within the Context of Student Discipline and Diversity

    Gwendolyn Cartledge;Linda C. Tillman;Carolyn Talbert Johnson

  • Middle School Students with Serious Emotional Disturbances Serve as Social Skills Trainers and Reinforcers for Peers with SED

    Concepcion Blake;Weiqi Wang;Gwendolyn Cartledge;Ralph Gardner

  • Social Skill Assessment of Inner City Asian, African, and European American Students

    Hua Feng;Gwendolyn Cartledge

  • Inclusive classrooms for students with emotional and behavioral disorders: Critical variables

    Gwendolyn Cartledge;Carolyn Talbert Johnson

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