Adrea J Truckenmiller
Biographic Data
| ID | 5706924 |
|---|---|
| NAME | Adrea J Truckenmiller |
| GIVEN NAMES | Adrea J |
| FAMILY NAME | Truckenmiller |
| SIGNATURE | TRUCKENMILLER A J |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0002-6101-6175 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Linguistic Justice in Action
Recently, more attention has been given to the need for culturally and linguistically responsive assessments, but little empirical work has examined how writing measures treat students’ use of nonmainstream American English (NMAE). Guided by Dis/ability Critical Race Theory and Quantitative Critical Race Theory, this study interrogated potential linguistic bias in curriculum-based measurement in written expression. Specifically, we analyzed the c…
A Research-Practice Partnership to Implement Tier 1 Instructional Decisions in Reading Using a Logic Model and Coaching Tool
In many schools, the number of students identified as needing support in reading is greater than 20%, and providing Tier 2 prevention to that large number of students is counterproductive. Although recommendations to improve Tier 1 reading instruction according to reading screening data are straightforward, there are few examples of implementation that are both empirically supported and descriptive enough to replicate. This study describes a rese…
Academic language use in middle school informational writing
BACKGROUND: Learning to write the complex academic language (AL) associated with a discipline (like science) is a critical task in education, with middle school being a key developmental period. However, we need more research to guide how we assess students' learning to write AL, especially if we want to create assessment that guides more effective instruction. AIMS: We evaluated middle school students' informational writing for six different mea…
Comparing the Cost–Accuracy Ratios of Multiple Approaches to Reading Screening in Elementary Schools
U.S. elementary schools administer reading screeners to identify students in need of remedial instruction. However, the administration of additional assessments comes with a cost. It is unclear the extent to which multiple types of reading screeners warrant the increase in resources that could be used for instruction. This study compared cost–accuracy ratios for three types of reading screeners in Grade 3: curriculum-based measurement (Acadience)…
An evaluation of a decision‐making model on preservice teachers' instructional decision‐making from curriculum‐based measurement progress monitoring graphs
The current study used a randomized control trial to evaluate a decision‐making model on special education preservice candidates' instructional decision‐making and self‐reported confidence ratings when analyzing graphed student data. Thirty‐two special education preservice candidates viewed authentic curriculum‐based measurement (CBM) graphs and selected an instructional decision based on the data. Half of the participants received a decision‐mak…
Using the Features of Written Compositions to Understand Reading Comprehension
The current study is an exploration of the association between the characteristics of students' written compositions and their reading comprehension performance. We address the empirical question about the degree to which writing is predictive of reading comprehension by comparing the utility of several popular written composition metrics. These include the 6+1 Trait ® Model of Writing, a metric from curriculum‐based measurement in written expres…
Expanding assessment to instructionally relevant writing components in middle school
The Contribution of General Reading Ability to Science Achievement
This study explored the relationship between the reading ability and science achievement of students in grades 5, 8, and 9. Reading ability was assessed with four measures: word recognition, vocabulary, syntactic knowledge, and comprehension (23% of all passages were on science topics). Science achievement was assessed with state criterion–referenced measures. Both the reading and the science measures included inference items. Using multiple‐grou…
The Contribution of General Reading Ability to Science Achievement
This study explored the relationship between the reading ability and science achievement of students in grades 5, 8, and 9. Reading ability was assessed with four measures: word recognition, vocabulary, syntactic knowledge, and comprehension (23% of all passages were on science topics). Science achievement was assessed with state criterion–referenced measures. Both the reading and the science measures included inference items. Using multiple‐grou…
The Contribution of General Reading Ability to Science Achievement
This study explored the relationship between the reading ability and science achievement of students in grades 5, 8, and 9. Reading ability was assessed with four measures: word recognition, vocabulary, syntactic knowledge, and comprehension (23% of all passages were on science topics). Science achievement was assessed with state criterion–referenced measures. Both the reading and the science measures included inference items. Using multiple‐grou…
Expanding assessment to instructionally relevant writing components in middle school
An evaluation of a decision‐making model on preservice teachers' instructional decision‐making from curriculum‐based measurement progress monitoring graphs
The current study used a randomized control trial to evaluate a decision‐making model on special education preservice candidates' instructional decision‐making and self‐reported confidence ratings when analyzing graphed student data. Thirty‐two special education preservice candidates viewed authentic curriculum‐based measurement (CBM) graphs and selected an instructional decision based on the data. Half of the participants received a decision‐mak…
Using the Features of Written Compositions to Understand Reading Comprehension
The current study is an exploration of the association between the characteristics of students' written compositions and their reading comprehension performance. We address the empirical question about the degree to which writing is predictive of reading comprehension by comparing the utility of several popular written composition metrics. These include the 6+1 Trait ® Model of Writing, a metric from curriculum‐based measurement in written expres…
Comparing the Cost–Accuracy Ratios of Multiple Approaches to Reading Screening in Elementary Schools
U.S. elementary schools administer reading screeners to identify students in need of remedial instruction. However, the administration of additional assessments comes with a cost. It is unclear the extent to which multiple types of reading screeners warrant the increase in resources that could be used for instruction. This study compared cost–accuracy ratios for three types of reading screeners in Grade 3: curriculum-based measurement (Acadience)…
Academic language use in middle school informational writing
BACKGROUND: Learning to write the complex academic language (AL) associated with a discipline (like science) is a critical task in education, with middle school being a key developmental period. However, we need more research to guide how we assess students' learning to write AL, especially if we want to create assessment that guides more effective instruction. AIMS: We evaluated middle school students' informational writing for six different mea…
Linguistic Justice in Action
Recently, more attention has been given to the need for culturally and linguistically responsive assessments, but little empirical work has examined how writing measures treat students’ use of nonmainstream American English (NMAE). Guided by Dis/ability Critical Race Theory and Quantitative Critical Race Theory, this study interrogated potential linguistic bias in curriculum-based measurement in written expression. Specifically, we analyzed the c…
A Research-Practice Partnership to Implement Tier 1 Instructional Decisions in Reading Using a Logic Model and Coaching Tool
In many schools, the number of students identified as needing support in reading is greater than 20%, and providing Tier 2 prevention to that large number of students is counterproductive. Although recommendations to improve Tier 1 reading instruction according to reading screening data are straightforward, there are few examples of implementation that are both empirically supported and descriptive enough to replicate. This study describes a rese…
Reading and Literacy Development (7 works) · Mathematics education (6 works) · Psychology (6 works) · Computer Science (5 works) · Linguistics (5 works) · Writing and Handwriting Education (4 works) · Artificial Intelligence (3 works) · Artificial Intelligence (3 works) · Educational Assessment and Improvement (3 works) · Pedagogy (3 works)