Goodrich, John Assistant Professor

academic article

• 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 Childhood Research Quarterly.  57, 89-101.
  
• 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 Childhood Research Quarterly.  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. Psychological Bulletin.  147(4), 329-351.
  
• 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.
  
• 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., & Namkung, J. M. (2019). Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners. Early Childhood Research Quarterly.  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 Childhood Research Quarterly.  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.
  
• Namkung, J. M., Peng, P., Goodrich, J. M., & Molfese, V. (2018). Exploring Growth Trajectories of Informal and Formal Mathematics Skills Among Prekindergarten Children Struggling With Mathematics. Learning Disability Quarterly.  42(2), 80-91.
  
• 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. Developmental Psychology.  54(4), 631-647.
  
• 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?. Journal of Abnormal Child Psychology.  45(8), 1491-1502.
  
• 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 Childhood Research Quarterly.  40, 13-24.
  
• 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.
  
• Goodrich, J. M., & Lonigan, C. J. (2017). Language-minority children’s sensitivity to the semantic relations between words. Journal of Experimental Child Psychology.  167, 259-277.
  
• 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., LONIGAN, C. J., KLEUVER, C. G., & FARVER, J. M. (2015). 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. (2015). Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes. Journal of Experimental Child Psychology.  144, 46-65.
  
• Lonigan, C. J., Allan, D. M., Goodrich, J. M., Farrington, A. L., & Phillips, B. M. (2015). Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills. Journal of Learning Disabilities.  50(4), 373-385.
  
• Goodrich, J. M., Farrington, A. L., & Lonigan, C. J. (2015). 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. (2014). 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. (2013). 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.