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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 14 of 14 1 Task and language in Spanish–English narratives (Wofford et al., 2022) ... Wofford, Mary Claire; Cano, Jessica; Goodrich, J. Marc. - : ASHA journals, 2022 BASE Show details 2 Task and language in Spanish–English narratives (Wofford et al., 2022) ... Wofford, Mary Claire; Cano, Jessica; Goodrich, J. Marc. - : ASHA journals, 2022 BASE Show details 3 Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners Goodrich, J. Marc; Lonigan, Christopher J.; Phillips, Beth M.. - : Elsevier, 2021 BASE Show details 4 Development of First- and Second-Language Vocabulary Knowledge among Language-Minority Children: Evidence from Single Language and Conceptual Scores Goodrich, J. Marc; Lonigan, Christopher J. In: Special Education and Communication Disorders Faculty Publications (2020) BASE Show details 5 Development of First- and Second-Language Vocabulary Knowledge among Language-Minority Children: Evidence from Single Language and Conceptual Scores Goodrich, J. Marc; Lonigan, Christopher J.. - 2018 BASE Show details 6 Identifying Differences in Early Literacy Skills across Subgroups of Language-Minority Children: A Latent Profile Analysis Lonigan, Christopher J.; Goodrich, J. Marc; Farver, JoAnn M.. - 2017 BASE Show details 7 Language-Independent and Language-Specific Aspects of Early Literacy: An Evaluation of the Common Underlying Proficiency Model Goodrich, J. Marc; Lonigan, Christopher J.. - 2017 BASE Show details 8 Language-Minority Children’s Sensitivity to the Semantic Relations between Words Goodrich, J. Marc; Lonigan, Christopher J.. - 2017 BASE Show details 9 Impacts of a Literacy-Focused Preschool Curriculum on the Early Literacy Skills of Language-Minority Children Goodrich, J. Marc; Lonigan, Christopher J.; Farver, Jo Ann M.. - 2017 BASE Show details 10 Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association with Language, Literacy, and Math Skills Lonigan, Christopher J.; Allan, Darcey M.; Goodrich, J. Marc. - 2015 BASE Show details 11 Do Early Literacy Skills in Children's First Language Promote Development of Skills in Their Second Language? An Experimental Evaluation of Transfer Goodrich, J. Marc; Lonigan, Christopher J.; Farver, JoAnn M.. - 2013 Abstract: The purpose of this study was to evaluate the cross-language transfer of the emergent literacy skills of preschoolers who were Spanish-speaking language minority children in the context of an experimental intervention study. Ninety-four children were randomly assigned to either a control condition (High/Scope preschool curriculum) or to receive small-group pull-out instruction (Literacy Express Preschool Curriculum) in English or initially in Spanish and transitioning to English. We examined whether children's initial skills in one language moderated the impact of the intervention on those same skills in the other language at posttest. Results demonstrated that, for children in the English-only intervention condition, initial Spanish receptive vocabulary and elision skills moderated the impact of the intervention on English receptive vocabulary and elision skills at posttest, respectively. For children in the transitional intervention condition, initial English definitional vocabulary and elision skills moderated the impact of the intervention on Spanish definitional vocabulary and elision skills at posttest, respectively. Results for the vocabulary interactions, as well as the elision interaction for the English-only intervention group comparisons, supported the notion of transfer of specific linguistic information across languages. Results for elision interaction for the transitional intervention group comparisons supported language-independent transfer. Implications for the theory of cross-language transfer of emergent literacy skills are discussed. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pubmed/24019555 https://doi.org/10.1037/a0031780 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3764594 BASE Hide details 12 Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills. Farrington, Amber L (authoraut); Phillips, Beth M (authoraut); Lonigan, Christopher J (authoraut). BASE Show details 13 Lexical Characteristics of Words and Phonological Awareness Skills of Preschool Children Goodrich, J. Marc (authoraut); Florida State University (degree granting institution); Maner, Jon (committee member). - : Florida State University BASE Show details 14 Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes. Lonigan, Christopher J (authoraut); Lerner, Matthew D (authoraut); Goodrich, J Marc (authoraut). BASE Show details

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