HR job title
- Assistant Professor
- Contact Info
Goodrich, John Assistant Professor
Positions
- Assistant Professor, Teaching, Learning and Culture, College of Education and Human Development
- Overview
- Publications
- Research
- Teaching
- Background
- Contact
- Other
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Overview
Publications
selected publications
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academic article
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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.
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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.
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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 Child Res Q.
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. Psychol Bull.
147(4), 329-351.
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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.
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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.
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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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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.
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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 Child Res Q.
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 Child Res Q.
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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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.
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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.
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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?. J Abnorm Child Psychol.
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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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.
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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 Child Res Q.
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. J Exp Child Psychol.
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., 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.
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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., 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., 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.
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institutional repository document
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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
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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
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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
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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
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Goodrich, J. M., Fitton, L., & Thayer, L
(2021).
Oral Language and Reading Among Bilingual Students Preprint
Research
Teaching
teaching activities
- EDCI353 Early Child Through Adol Educ 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
- John
has last name
- Goodrich
Other
- marcgoodrich@tamu.edu