J Marc Goodrich
Biographic Data
| ID | 1662728 |
|---|---|
| NAME | J Marc Goodrich |
| GIVEN NAMES | J Marc |
| FAMILY NAME | Goodrich |
| SIGNATURE | GOODRICH J M |
| AFFILIATIONS | University of Nebraska–Lincoln |
| ORCID | 0000-0003-1072-8305 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 45 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Mapping Multilingual Voices
Research Findings: This study explores similarities between how different informants characterize language interactions in childhood bilingual educational settings. Spanish–English bilingual children (n = 120, 45.8% female) from pre-kindergarten through second grade (age range: 4–9 years; M = 6.33 years, SD = 1.09 years) were recruited from four elementary schools in central Texas. Three network assessments were employed: (1) teacher-reported cla…
Exploring the heterogeneity of home literacy practices
Cross-linguistic influence of early Spanish reading on English reading trajectories among Spanish–English emergent bilinguals
The factor structure of mathematics anxiety and its relation to gender and mathematics performance
Mathematics anxiety (MA) refers to negative cognition and negative affect that interfere with mathematics performance. We examined the dimensionality of MA, measurement invariance across males and females, and whether the strength of relations between MA and mathematics performance varies by dimension and gender among 245 sixth‐grade students. Students were assessed on MA, arithmetic fluency, and on‐grade‐level computation skills. The confirmator…
Relations between oral language skills and English reading achievement among Spanish–English bilingual children
Impacts of the Covid-19 Pandemic on Elementary School Teachers’ Practices and Perceptions Across the Spring and Fall 2020 Semesters
Following the closure of schools in the spring 2020 semester due to the COVID-19 pandemic, we developed two surveys to understand how the pandemic affected elementary education in the U.S. First, we distributed a survey at the end of the spring 2020 semester to understand how school closures impacted delivery of instruction. Second, we conducted a follow up survey in November 2020 to determine the nature of instruction provided to students when s…
Impacts of the Covid-19 Pandemic on Student Learning and Opportunity Gaps Across the 2020–2021 School Year
Although many school districts made efforts to provide instruction during the COVID-19 pandemic (including in-person, remote, and blended/hybrid options the length of instruction time and delivery models have varied from district to district. This disruption in education has been projected to result in a significant learning loss, which may be particularly profound for students from disadvantaged backgrounds, leading to widening opportunity gaps.…
Do Spanish-English bilingual children outperform monolingual English-speaking children on executive function tasks in early childhood? A propensity score analysis
Semantic priming and reading skills among Spanish-speaking dual language learners
Substantial research among bilingual adults indicates that exposure to words primes other semantically related words within and across languages, as well as the direct translation equivalents [e.g. Chen and Ng 1989 Chen, H.-C., and M.-L. Ng. 1989. “Semantic Facilitation and Translation Priming Effects in Chinese-English Bilinguals.” Memory & Cognition 17: 454–462.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]. “Semantic Facilitation …
A Regression Discontinuity Design Framework for Controlling Selection Bias in Evaluations of Differential Item Functioning
Differential item functioning (DIF) is often used to examine validity evidence of alternate form test accommodations. Unfortunately, traditional approaches for evaluating DIF are prone to selection bias. This article proposes a novel DIF framework that capitalizes on regression discontinuity design analysis to control for selection bias. A simulation study was performed to compare the new framework with traditional logistic regression, with respe…
Are translated mathematics items a valid accommodation for dual language learners? Evidence from ECLS-K
Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners
Evaluating Achievement Gaps Between Monolingual and Multilingual Students
This study represents an extension of the findings of Kieffer and Thompson (2018) and evaluates potential correlates of state- and district-level achievement gaps in reading and mathematics between monolingual and multilingual students. Using data from the National Assessment of Educational Progress, this study reported that there were substantial achievement gaps that were narrowing over time at the state level but that there were no achievement…
Relations between executive functions and academic outcomes in elementary school children
The primary goal of this study was to examine developmental patterns among the relations between components of executive function (EF; working memory [WM], inhibitory control, shifting), and academic outcomes (reading, mathematics, language) in elementary school-age children. These relations were examined within the context of the development of EF and of academic skills utilizing an extension of the unity and diversity, intrinsic cognitive load,…
The Cognitive Element Model of Reading Instruction
The science of reading emphasizes explicit skills‐based reading instruction to support students’ reading acquisition. Yet, despite ample evidence of support, some students do not respond to such instruction adequately. To characterize why some students are not responsive to evidence‐based reading instruction and to inform the development of novel instructional approaches for improving responsiveness, cross‐disciplinary perspectives on cognitive a…
Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners
Development of first- and second-language vocabulary knowledge among language-minority children
This study evaluated the development of vocabulary knowledge over the course of two academic years, beginning in preschool, in a large sample ( N = 944) of language-minority children using scores from single-language vocabulary assessments and conceptual scores. Results indicated that although children began the study with higher raw scores for Spanish vocabulary knowledge than for English vocabulary knowledge, this was reversed by the end of the…
Measurement of early literacy skills among monolingual English-speaking and Spanish-speaking language-minority children
Identifying differences in early literacy skills across subgroups of language-minority children
The purpose of this study was to identify subgroups of language-minority children and evaluate whether differences in level and rate of growth of early literacy skills differed across subgroups. Five-hundred and twenty-six children completed measures of Spanish and English language and early literacy skills at the beginning, middle, and end of the preschool year. Latent growth models indicated that children's early literacy skills were increasing…
Impacts of a literacy-focused preschool curriculum on the early literacy skills of language-minority children
Development and transfer of vocabulary knowledge in Spanish-speaking language minority preschool children
In this study we evaluated the predictive validity of conceptual scoring. Two independent samples of Spanish-speaking language minority preschoolers (Sample 1: N = 96, mean age = 54·51 months, 54·3% male; Sample 2: N = 116, mean age = 60·70 months, 56·0% male) completed measures of receptive, expressive, and definitional vocabulary in their first (L1) and second (L2) languages at two time points approximately 9–12 months apart. We examined whethe…
Relations between executive functions and academic outcomes in elementary school children
The primary goal of this study was to examine developmental patterns among the relations between components of executive function (EF; working memory [WM], inhibitory control, shifting), and academic outcomes (reading, mathematics, language) in elementary school-age children. These relations were examined within the context of the development of EF and of academic skills utilizing an extension of the unity and diversity, intrinsic cognitive load,…
Identifying differences in early literacy skills across subgroups of language-minority children
The purpose of this study was to identify subgroups of language-minority children and evaluate whether differences in level and rate of growth of early literacy skills differed across subgroups. Five-hundred and twenty-six children completed measures of Spanish and English language and early literacy skills at the beginning, middle, and end of the preschool year. Latent growth models indicated that children's early literacy skills were increasing…
Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners
Evaluating Achievement Gaps Between Monolingual and Multilingual Students
This study represents an extension of the findings of Kieffer and Thompson (2018) and evaluates potential correlates of state- and district-level achievement gaps in reading and mathematics between monolingual and multilingual students. Using data from the National Assessment of Educational Progress, this study reported that there were substantial achievement gaps that were narrowing over time at the state level but that there were no achievement…
Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners
Impacts of a literacy-focused preschool curriculum on the early literacy skills of language-minority children
The Cognitive Element Model of Reading Instruction
The science of reading emphasizes explicit skills‐based reading instruction to support students’ reading acquisition. Yet, despite ample evidence of support, some students do not respond to such instruction adequately. To characterize why some students are not responsive to evidence‐based reading instruction and to inform the development of novel instructional approaches for improving responsiveness, cross‐disciplinary perspectives on cognitive a…
Are translated mathematics items a valid accommodation for dual language learners? Evidence from ECLS-K
Measurement of early literacy skills among monolingual English-speaking and Spanish-speaking language-minority children
Development and transfer of vocabulary knowledge in Spanish-speaking language minority preschool children
In this study we evaluated the predictive validity of conceptual scoring. Two independent samples of Spanish-speaking language minority preschoolers (Sample 1: N = 96, mean age = 54·51 months, 54·3% male; Sample 2: N = 116, mean age = 60·70 months, 56·0% male) completed measures of receptive, expressive, and definitional vocabulary in their first (L1) and second (L2) languages at two time points approximately 9–12 months apart. We examined whethe…
Impacts of a literacy-focused preschool curriculum on the early literacy skills of language-minority children
Development of first- and second-language vocabulary knowledge among language-minority children
This study evaluated the development of vocabulary knowledge over the course of two academic years, beginning in preschool, in a large sample ( N = 944) of language-minority children using scores from single-language vocabulary assessments and conceptual scores. Results indicated that although children began the study with higher raw scores for Spanish vocabulary knowledge than for English vocabulary knowledge, this was reversed by the end of the…
Measurement of early literacy skills among monolingual English-speaking and Spanish-speaking language-minority children
Identifying differences in early literacy skills across subgroups of language-minority children
The purpose of this study was to identify subgroups of language-minority children and evaluate whether differences in level and rate of growth of early literacy skills differed across subgroups. Five-hundred and twenty-six children completed measures of Spanish and English language and early literacy skills at the beginning, middle, and end of the preschool year. Latent growth models indicated that children's early literacy skills were increasing…
Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners
The Cognitive Element Model of Reading Instruction
The science of reading emphasizes explicit skills‐based reading instruction to support students’ reading acquisition. Yet, despite ample evidence of support, some students do not respond to such instruction adequately. To characterize why some students are not responsive to evidence‐based reading instruction and to inform the development of novel instructional approaches for improving responsiveness, cross‐disciplinary perspectives on cognitive a…
Are translated mathematics items a valid accommodation for dual language learners? Evidence from ECLS-K
Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners
Evaluating Achievement Gaps Between Monolingual and Multilingual Students
This study represents an extension of the findings of Kieffer and Thompson (2018) and evaluates potential correlates of state- and district-level achievement gaps in reading and mathematics between monolingual and multilingual students. Using data from the National Assessment of Educational Progress, this study reported that there were substantial achievement gaps that were narrowing over time at the state level but that there were no achievement…
Relations between executive functions and academic outcomes in elementary school children
The primary goal of this study was to examine developmental patterns among the relations between components of executive function (EF; working memory [WM], inhibitory control, shifting), and academic outcomes (reading, mathematics, language) in elementary school-age children. These relations were examined within the context of the development of EF and of academic skills utilizing an extension of the unity and diversity, intrinsic cognitive load,…
Impacts of the Covid-19 Pandemic on Elementary School Teachers’ Practices and Perceptions Across the Spring and Fall 2020 Semesters
Following the closure of schools in the spring 2020 semester due to the COVID-19 pandemic, we developed two surveys to understand how the pandemic affected elementary education in the U.S. First, we distributed a survey at the end of the spring 2020 semester to understand how school closures impacted delivery of instruction. Second, we conducted a follow up survey in November 2020 to determine the nature of instruction provided to students when s…
Impacts of the Covid-19 Pandemic on Student Learning and Opportunity Gaps Across the 2020–2021 School Year
Although many school districts made efforts to provide instruction during the COVID-19 pandemic (including in-person, remote, and blended/hybrid options the length of instruction time and delivery models have varied from district to district. This disruption in education has been projected to result in a significant learning loss, which may be particularly profound for students from disadvantaged backgrounds, leading to widening opportunity gaps.…
Do Spanish-English bilingual children outperform monolingual English-speaking children on executive function tasks in early childhood? A propensity score analysis
Semantic priming and reading skills among Spanish-speaking dual language learners
Substantial research among bilingual adults indicates that exposure to words primes other semantically related words within and across languages, as well as the direct translation equivalents [e.g. Chen and Ng 1989 Chen, H.-C., and M.-L. Ng. 1989. “Semantic Facilitation and Translation Priming Effects in Chinese-English Bilinguals.” Memory & Cognition 17: 454–462.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]. “Semantic Facilitation …
A Regression Discontinuity Design Framework for Controlling Selection Bias in Evaluations of Differential Item Functioning
Differential item functioning (DIF) is often used to examine validity evidence of alternate form test accommodations. Unfortunately, traditional approaches for evaluating DIF are prone to selection bias. This article proposes a novel DIF framework that capitalizes on regression discontinuity design analysis to control for selection bias. A simulation study was performed to compare the new framework with traditional logistic regression, with respe…
The factor structure of mathematics anxiety and its relation to gender and mathematics performance
Mathematics anxiety (MA) refers to negative cognition and negative affect that interfere with mathematics performance. We examined the dimensionality of MA, measurement invariance across males and females, and whether the strength of relations between MA and mathematics performance varies by dimension and gender among 245 sixth‐grade students. Students were assessed on MA, arithmetic fluency, and on‐grade‐level computation skills. The confirmator…
Relations between oral language skills and English reading achievement among Spanish–English bilingual children
Cross-linguistic influence of early Spanish reading on English reading trajectories among Spanish–English emergent bilinguals
Mapping Multilingual Voices
Research Findings: This study explores similarities between how different informants characterize language interactions in childhood bilingual educational settings. Spanish–English bilingual children (n = 120, 45.8% female) from pre-kindergarten through second grade (age range: 4–9 years; M = 6.33 years, SD = 1.09 years) were recruited from four elementary schools in central Texas. Three network assessments were employed: (1) teacher-reported cla…
Exploring the heterogeneity of home literacy practices
Psychology (19 works) · Reading and Literacy Development (13 works) · Mathematics education (12 works) · Linguistics (10 works) · Developmental psychology (9 works) · Language Development and Disorders (9 works) · Pedagogy (8 works) · Literacy (7 works) · Computer Science (6 works) · Neuroscience of multilingualism (6 works)