selected publications academic article Goodrich, J. M., Koziol, N. A., Yoon, H., & Leiva, S (2021). Do Spanish-English bilingual children outperform monolingual English-speaking children on executive function tasks in early childhood? A propensity score analysis. Journal of Educational Psychology. Goodrich, J. M., Thayer, L., & Leiva, S (2021). Evaluating Achievement Gaps Between Monolingual and Multilingual Students. Educational Researcher. 50(7), 429-441. Goodrich, J. M., Lonigan, C. J., Phillips, B. M., Farver, J. M., & Wilson, K. D (2021). Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners. Early Child Res Q. 57, 27-39. Spiegel, J. A., Goodrich, J. M., Morris, B. M., Osborne, C. M., & Lonigan, C. J (2021). Relations between executive functions and academic outcomes in elementary school children: A meta-analysis. Psychol Bull. 147(4), 329-351. Goodrich, J. M., Koziol, N. A., & Yoon, H (2021). Are translated mathematics items a valid accommodation for dual language learners? Evidence from ECLS-K. Early Child Res Q. 57, 89-101. Goodrich, J. M., & Leiva, S (2020). Semantic priming and reading skills among Spanish-speaking dual language learners. International Journal of Bilingual Education and Bilingualism. 1-19. Peng, P., & Goodrich, J. M (2020). The Cognitive Element Model of Reading Instruction. Reading Research Quarterly. 55(S1), s77-s88. Goodrich, J. M., Hebert, M., Savaiano, M., & Andress, T. T (2020). Effects of Sentence-Combining Instruction for Spanish-Speaking Language-Minority Students. The Elementary School Journal. 120(4), 715-749. Namkung, J. M., Peng, P., Goodrich, J. M., & Molfese, V (2019). Exploring Growth Trajectories of Informal and Formal Mathematics Skills Among Prekindergarten Children Struggling With Mathematics. Learning Disability Quarterly. 42(2), 80-91. Goodrich, J. M., & Namkung, J. M (2019). Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners. Early Child Res Q. 48, 256-266. Goodrich, J. M., Lonigan, C. J., & Alfonso, S. V (2019). Measurement of early literacy skills among monolingual English-speaking and Spanish-speaking language-minority children: A differential item functioning analysis. Early Child Res Q. 47, 99-110. GOODRICH, J. M., & LONIGAN, C. J (2018). Development of first- and second-language vocabulary knowledge among language-minority children: evidence from single language and conceptual scores. Journal of Child Language. 45(4), 1006-1017. Lonigan, C. J., Goodrich, J. M., & Farver, J. M (2018). Identifying differences in early literacy skills across subgroups of language-minority children: A latent profile analysis. Dev Psychol. 54(4), 631-647. Goodrich, J. M., & Lonigan, C. J (2018). Language-minority children’s sensitivity to the semantic relations between words. J Exp Child Psychol. 167, 259-277. Lonigan, C. J., Spiegel, J. A., Goodrich, J. M., Morris, B. M., Osborne, C. M., Lerner, M. D., & Phillips, B. M (2017). Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors?. J Abnorm Child Psychol. 45(8), 1491-1502. Goodrich, J. M., & Lonigan, C. J (2017). Language-independent and language-specific aspects of early literacy: An evaluation of the common underlying proficiency model. Journal of Educational Psychology. 109(6), 782-793. Lonigan, C. J., Allan, D. M., Goodrich, J. M., Farrington, A. L., & Phillips, B. M (2017). Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills. J Learn Disabil. 50(4), 373-385. Goodrich, J. M., Lonigan, C. J., & Farver, J (2017). Impacts of a literacy-focused preschool curriculum on the early literacy skills of language-minority children. Early Child Res Q. 40, 13-24. GOODRICH, J. M., LONIGAN, C. J., KLEUVER, C. G., & FARVER, J. M (2016). Development and transfer of vocabulary knowledge in Spanish-speaking language minority preschool children. Journal of Child Language. 43(5), 969-992. Lonigan, C. J., Lerner, M. D., Goodrich, J. M., Farrington, A. L., & Allan, D. M (2016). Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes. J Exp Child Psychol. 144, 46-65. Goodrich, J. M., & Lonigan, C. J (2016). Lexical characteristics of Spanish and English words and the development of phonological awareness skills in Spanish-speaking language-minority children. Reading and Writing. 29(4), 683-704. Goodrich, J. M., Farrington, A. L., & Lonigan, C. J (2016). Relations between early reading and writing skills among Spanish-speaking language minority children. Reading and Writing. 29(2), 297-319. GOODRICH, J. M., & LONIGAN, C. J (2015). Lexical characteristics of words and phonological awareness skills of preschool children. Applied Psycholinguistics. 36(6), 1509-1531. Goodrich, J. M., Lonigan, C. J., & Farver, J. M (2014). Children’s Expressive Language Skills and Their Impact on the Relation Between First- and Second-Language Phonological Awareness Skills. Scientific Studies of Reading. 18(2), 114-129. Goodrich, J. M., Lonigan, C. J., & Farver, J. M (2013). Do early literacy skills in children's first language promote development of skills in their second language? An experimental evaluation of transfer. Journal of Educational Psychology. 105(2), 414-426. institutional repository document Goodrich, J. M., Fitton, L., & Thayer, L (2021). Oral Language and Reading Among Bilingual Students Preprint Goodrich, J. M., Koziol, N., & Yoon, H (2021). Do English and Spanish-Language Adapted Mathematics Items Function Differently? Investigating Differential Item Functioning and Item Bias Within a Regression Discontinuity Design Framework to Control for Selection Bias Goodrich, J. M., Koziol, N., Yoon, H., & Leiva, S (2021). Do Spanish-English Bilingual Children Outperform Monolingual English-Speaking Children on Executive Function Tasks in Early Childhood? A Propensity Score Analysis Goodrich, J. M., Peng, P., Bohaty, J., Thayer, L., & Leiva, S (2021). Embedding Executive Function Training into Early Literacy Instruction for At-Risk Dual Language Learners: A Pilot Study Hebert, M., Goodrich, J. M., & Namkung, J. M (2020). Impacts of the COVID-19 Pandemic on Elementary School Teachers’ Practices and Perceptions across the Spring and Fall 2020 Semesters
co-principal investigator on Exploring Cognitive and Foundational Processes Underlying Pre-algebra among Students with and without Mathematics Learning Difficulties awarded by Institute of Education Sciences - (Washington D.C., District of Columbia, United States) 2020 - 2025
teaching activities EDCI353 Early Child Through Adol Educ Instructor RDNG468 Essen Found Lang Literacy Instructor
education and training Ph.D. in Developmental Psychology, Florida State University - (Tallahassee, Florida, United States) 2015 M.S. in Developmental Psychology, Florida State University - (Tallahassee, Florida, United States) 2012 B.A. in Psychology and Spanish, The University of Texas at Austin - (Austin, Texas, United States) 2008
awards and honors The Rebecca L. Sandak Young Investigator Award, conferred by Society for the Scientific Study of Reading - (Irvine, California, United States), 2020 Family & Friends Recognition Award, conferred by University of Nebraska–Lincoln - (Lincoln, United States), 2019