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Jodi Reich

Jodi Reich, Ph.D. Temple University Department of Communications Sciences

Assistant Professor (Teaching/Instructional)




Jodi Reich, Ph.D. is an Assistant Professor in the Department of Communication Sciences and Disorders at Temple University.  She received a B.A. in French Education from the University of Delaware, an M.A. in Linguistics from the University of Florida, and a Ph.D. in Linguistics from Yale University.  Before coming to Temple University, Dr. Reich held postdoctoral appointments at the Yale School of Medicine’s Child Study Center.

Course Involvement

CSC+DIS 1108 Introduction to Linguistics

CSC+DIS 2219 Psycholinguistics

CSC+DIS 3297 Syntax


Select Publications

Hein, S., Reich, J., & Grigorenko, E.L. (in press). Cultural manifestation of intelligence in formal and informal learning environments. The Cambridge Handbook of Cultural-Historical Psychology.

Hein, S., Reich, J., Marks, S., Thuma, P.E., & Grigorenko, E.L. (in press). Getting something out of nothing: Analyzing patterns of null responses to improve data collection methods in sub-Saharan Africa. Learning and Individual Differences.

Rakhlin, N., Kornilov, S.A., Reich, J., & Grigorenko, E.L. (in press). Interpretation of anaphoric dependencies by Russian-speaking children with and without developmental language disorder. Language Acquisition.

Hein, S., Reich, J., Thuma, P.E., & Grigorenko, E.L. (2014). Physical growth and non-verbal intelligence: Associations in Zambia. The Journal of Pediatrics 165, 1017-1023.

Tan, M., Reich, J., Hart, L., Thuma, P.E., & Grigorenko, E.L. (2014). Examining specific effects of context on adaptive behavior and achievement in rural Africa: Six case studies from Southern Province, Zambia. Journal of Autism and Developmental Disorders 44, 271-282.

Grigorenko, E.L., Reich, J., & Jukes, M. (2013). In Tanzanian schools, if you do well in reading, you do well in everything. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices 10, 89-102.

Reich, J., Hein, S., Krivulskaya, S., Hart, L., Gumkowski, G., Grigorenko, E.L., & The Learning Disabilities Project: Zambia. (2013). Associations between household responsibilities and academic competencies in the context of education accessibility in Zambia. Learning and Individual Differences 27, 250-257.

Reich, J., Tan, M., Hart, L., Thuma, P.E., & Grigorenko, E.L. (2013). Reading comprehension and its component skills in a resource-limited and linguistically complex setting: Learning to read in rural Zambia. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices 10, 67-88.

Reich, J. & Grigorenko, E.L. (2012). The effect of language and orthography on writing disabilities and the necessity for cross-linguistic research. In E.L. Grigorenko, E. Mambrino, & D. Preiss (eds.), Handbook of Writing: A Mosaic of Perspectives and Views (pp. 345-356). New York: Psychology Press.

Nedwick, K., Reich, J., Naples, A., Abdat, M., Al Hamdan, R., Samer, A., & Grigorenko, E.L. (2011). Screening for school readiness: Evidence from Saudi Arabia. International Journal of Applied Educational Studies 12, 1-15.

Rakhlin, N., Kornilov, S.A., Reich, J., Babyonyshev, M., Koposov, R.A., & Grigorenko, E.L. (2011). The relationship between syntactic development and theory of mind: Evidence from a small-population study of a developmental language disorder. Journal of Neurolinguistics 24, 476-496.

Reich, J., Babyonyshev, M., & Kavitskaya, D. (2009). Formal Approaches to Slavic Linguistics: The Yale Meeting 2008. Ann Arbor, MI: Michigan Slavic Publications.


Dr. Reich’s research focuses on language and reading development across languages and in situations in which variation can be observed.  Her current research is on Chitonga, a Bantu language spoken in Zambia and Zimbabwe.  She is interested in early Chitonga language acquisition as well as later language and reading development.  Dr. Reich continues to collaborate with Dr. Elena Grigorenko and the Bala Bbala Project, an investigation of Specific Reading Disorders in Zambia being conducted by the EGLab at Yale University and Macha Research Trust.