Peer-Reviewed
Culturally responsive assessment and intervention for diverse learners
L. J. Johnson, K. Hines
Topics in Language Disorders, vol. 46(2), 2026, pp. 33-34
L. J. Johnson, P. Moura, S. Bourgeois, E. Friedman, A. J. Truckenmiller
Topics in Language Disorders, vol. 46(2), 2026, pp. 47-59
Instructional practices for the component skills of writing: A theoretically based synthesis
C. Novelli, L. Hennenfent, A. J. Truckenmiller, L. J. Johnson
Scientific Studies of Reading, 2026
Past as prologue: A critical spatial analysis of exclusionary discipline
R. A. Cruz, A. R.. Firestone, D. Mawene, M. C. Cunningham, L. J. Johnson
Behavioral Disorders, 2025
Analysis of student informational writing to personalize writing instruction
A. Truckenmiller, K. Valentine, C. Sarmiento, L. Hennenfent, L. J. Johnson, P. Moura, J. Bachmann, E. Friedman, S. Bourgeois
Intervention in School and Clinic, vol. 61(1), 2025, pp. 8-18
Comparing the cost-accuracy ratios of multiple approaches to reading screening in elementary schools
C. A. Barrett, L. J. Johnson, A. J. Truckenmiller, A. M. VanDerHeyden
Remedial and Special Education, 2023
Published
Explicit morphology instruction to improve overall literacy skills in secondary students
L. Hennenfent, L. J. Johnson, C. Novelli, E. Sharkey
US Department of Education, Office of Special Education Programs, 2022
In Review
Redefining correctness in writing assessments: A Delphi study on culturally responsive scoring
L. J. Johnson, A. J. Truckenmiller, L. C. Johnson, S. Bourgeois, E. Friedman
Preprint: https://osf.io/preprints/edarxiv/xj6zr_v1