Johnson, L.J. (2026). (Re)imagining assessment as justice: A Discrit and Quantcrit investigation of equity in educational praxis. [Doctoral dissertation, Michigan State University]. ProQuest Dissertations Publishing. https://www.proquest.com/dissertations-theses/re-imagining-assessment-as-justice-discrit/docview/3371380106/se-2
Peer-Reviewed:
*Equal authorship
^Denotes undergraduate mentee
^Denotes undergraduate mentee
Novelli, C., Hennenfent, L., Johnson, L. J., Truckenmiller, A. J. (In press). Instructional practices for the component skills of writing: A theoretically based synthesis. Scientific Studies of Reading.
Johnson, L. J., Moura, P., ^Bourgeois, S., ^Friedman, E., Truckenmiller, A. J. (2026). Linguistic justice in action: A QuantCrit investigation of culturally responsive scoring practices in writing. Topics in Language Disorders (46)2, 47–59. https://doi.org/10.1097/TLD.0000000000000381
Johnson, L. J., Hines, K. (2026). Culturally responsive assessment and intervention for diverse learners. Topics in Language Disorders (46)2, 33–34. https://doi.org/10.1097/TLD.0000000000000384
Cruz, R. A., Firestone, A. R., Mawene, D., Cunningham, M. C., Johnson, L. J. (2025). Past as prologue: A critical spatial analysis of exclusionary discipline. Behavioral Disorders. Advance online publication. https://doi.org/10.1177/01987429251382146
Truckenmiller, A., Valentine, K., Sarmiento, C., Hennenfent, L., Johnson, L. J., Moura, P., Bachmann, J., ^Friedman, E., ^Bourgeois, S. (2025). Analysis of student informational writing to personalize writing instruction. Intervention in School and Clinic, (61)1, 8–18. https://doi.org/10.1177/10534512251346794
Barrett, C. A.*, Johnson, L. J.*, & Truckenmiller, A. J.*, VanDerHeyden, A. M. (2023). Comparing the cost-accuracy ratios of multiple approaches to reading screening in elementary schools. Remedial and Special Education (45)2, 71–84. https://doi.org/10.1177/07419325231190809Preprint: https://psyarxiv/2q7sm
Under Review:
^Denotes undergraduate student mentee
Johnson, L. J., Truckenmiller, A. J., Johnson, L. C., ^Bourgeois, S., ^Friedman, E. (In review). Redefining correctness in writing assessments: A Delphi study on culturally responsive scoring. Preprint: https://osf.io/preprints/edarxiv/xj6zr_v1
Johnson, L. J. (In review). Murmuration as method: What starlings teach us about research, uncertainty, and collective response.
In Preparation:
Johnson, L. J. (In Preparation). (Re)imagining special education assessments: An integrative framework for antiracist and anti-ableist praxis [Manuscript in preparation]. Department of Counseling, Educational Psychology, and Special Education, Michigan State University.
Johnson, L. J. (In Preparation). What counts and for whom? A dominance analysis of writing component skills across student groups and scoring approaches. [Manuscript in preparation]. Department of Counseling, Educational Psychology, and Special Education, Michigan State University.
Johnson, L. J. (In Preparation). What counts and for whom? A dominance analysis of writing component skills across student groups and scoring approaches. [Manuscript in preparation]. Department of Counseling, Educational Psychology, and Special Education, Michigan State University.
Truckenmiller, A. J., Sarmiento, C. M., Valentine, K. A., Johnson, L. J., Cho, E., Troia, G. A., Bourgeois, S., Friedman, E., Hennenfent, L., Bachmann, J., Moura, P. & Perreault, M. (Pre-Registration). Adapting writing instruction to students’ development: A randomized controlled trial of the Writing Architect. https://osf.io/5nszj
Outreach/Practitioner:
Hennenfent, L., Johnson, L. J., Novelli, C., Sharkey, E. (2022). Intensive intervention practice guide: Explicit morphology instruction to improve overall literacy skills in secondary students. U.S. Department of Education, Office of Special Education Programs. https://nclii.org/wp-content/uploads/2022/12/Explicit_Morphology_Instruction.pdf
Invention:
Truckenmiller, A. J., Troia, G. A., Sarmiento, C. M., Valentine, K., Johnson, L. J., Cho, E., Bourgeois, S., Friedman, E., Perreault, M., Petty, J., & Eckert, T. L. (2024). The Writing Architect, versions 1 & 2. Michigan State University invention disclosure #TEC2024- 0130.