HR job title
- Assistant Professor
- Contact Info
- ORCiD
- 0000-0003-1072-8305
Goodrich, Marc Assistant Professor
Positions
- Assistant Professor, Teaching, Learning and Culture, School of Education and Human Development
Research Areas
- Overview
- Publications
- Research
- Teaching
- Background
- Contact
- Other
- View All
Overview
Publications
selected publications
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academic article
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Goodrich, J. M., Peng, P., Bohaty, J., Leiva, S., & Thayer, L.
(2023).
Embedding Executive Function Training Into Early Literacy Instruction for Dual Language Learners: A Pilot Study. Journal of Speech, Language, and Hearing Research.
1-16.
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Koziol, N. A., Goodrich, J. M., & Yoon, H.
(2022).
A Regression Discontinuity Design Framework for Controlling Selection Bias in Evaluations of Differential Item Functioning. Educational and Psychological Measurement: devoted to the development and application of measures of individual differences.
82(6), 1247-1277.
-
Goodrich, J. M., & Leiva, S.
(2022).
Semantic priming and reading skills among Spanish-speaking dual language learners. International Journal of Bilingual Education and Bilingualism.
25(5), 1894-1912.
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Cooper, S., Hebert, M., Goodrich, J. M., Leiva, S., Lin, X., Peng, P., & Nelson, J. R.
(2022).
Effects of Automaticity Training on Reading Performance: A Meta-Analysis. Journal of Behavioral Education.
1-30.
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Namkung, J. M., Goodrich, J. M., Hebert, M., & Koziol, N.
(2022).
Impacts of the COVID-19 Pandemic on Student Learning and Opportunity Gaps Across the 2020-2021 School Year: A National Survey of Teachers. Frontiers in Education.
7, 921497.
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Goodrich, J. M., Koziol, N. A., Yoon, H., & Leiva, S.
(2022).
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.
114(4), 870-892.
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Marc Goodrich, J., Fitton, L., & Thayer, L.
(2022).
Relations between oral language skills and English reading achievement among Spanish-English bilingual children: a quantile regression analysis. Annals of Dyslexia: an interdisciplinary journal of specific language disability.
1-23.
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Wofford, M. C., Cano, J., Goodrich, J. M., & Fitton, L.
(2022).
Tell or Retell? The Role of Task and Language in Spanish-English Narrative Microstructure Performance. Language, Speech and Hearing Services in Schools.
53(2), 511-531.
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Goodrich, J. M., Fitton, L., Chan, J., & Davis, C. J.
(2022).
Assessing Oral Language When Screening Multilingual Children for Learning Disabilities in Reading. Intervention in School and Clinic.
58(3), 164-172.
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Goodrich, J. M., Hebert, M., & Namkung, J. M.
(2022).
Impacts of the COVID-19 Pandemic on Elementary School Teachers' Practices and Perceptions Across the Spring and Fall 2020 Semesters. Frontiers in Education.
6, 793285.
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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.
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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.
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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., 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.
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Peng, P., & Goodrich, J. M.
(2020).
The Cognitive Element Model of Reading Instruction. Reading Research Quarterly.
55(S1), S77-S88.
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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.
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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.
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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.
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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.
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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.
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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.
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Goodrich, J. M., & Lonigan, C. J.
(2018).
Language-minority children’s sensitivity to the semantic relations between words. Journal of Experimental Child Psychology.
167, 259-277.
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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. Journal of Learning Disabilities.
50(4), 373-385.
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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?. 45(8), 1491-1502.
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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.
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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.
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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.
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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. Journal of Experimental Child Psychology.
144, 46-65.
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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.
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Goodrich, J. M., & Lonigan, C. J.
(2015).
Lexical characteristics of words and phonological awareness skills of preschool children. Applied Psycholinguistics.
36(6), 1509-1531.
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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.
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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.
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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.
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Goodrich, J. M., Peng, P., Bohaty, J., Leiva, S., & Thayer, L.
(2023).
Embedding Executive Function Training Into Early Literacy Instruction for Dual Language Learners: A Pilot Study. Journal of Speech, Language, and Hearing Research.
1-16.
-
institutional repository document
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Namkung, J. M., Goodrich, J. M., Hebert, M., & Koziol, N. A.
(2022).
Impacts of COVID-19 Pandemic on Opportunity Gaps
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Goodrich, J. M., Fitton, L., & Thayer, L.
(2021).
Oral Language and Reading Among Bilingual Students Preprint
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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 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
-
Namkung, J. M., Goodrich, J. M., Hebert, M., & Koziol, N. A.
(2022).
Impacts of COVID-19 Pandemic on Opportunity Gaps
Research
Teaching
teaching activities
- EDCI353 Early Child Through Adol Educ Instructor
- EDCI691 Research Instructor
- RDNG468 Essen Found Lang Literacy Instructor
Background
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
Contact
first name
- Marc
has last name
- Goodrich
Other
- marcgoodrich@tamu.edu