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Abbott, S. P., Reed. E., Abbott, R.D., & Berninger, V.W. (1997). Year-long balanced reading/writing tutorial: A design experiment used for dynamic assessment. Learning Disability Quarterly, 20, 249-263/

Ableeva, R.(in preparation). Dynamic assessment of listening comprehension in second language learning. Unpublished doctoral dissertation, The Pennsylvania State University, University Park, PA.

Ableeva, R. (2008). The effects of dynamic assessment on L2 listening comprehension, in J. P. Lantolf and M. E. Poehner (eds.), Sociocultural theory and the teaching of second languages, London, Equinox.

Ableeva, R.(2007). Assessing listening for development. In R. Alanen & S. Poyhonen (Eds.), Language in Action. Vygotsky and Leontievian legacy today. Cambridge Scholars Publishing, pp. 352-379.

Adrianopoulos, L.P.(2001). The perceived utility of traditional and dynamic psychoeducational assessment recommendations by teachers of the deaf. Dissertation Abstracts International Section A: Humanities & Social Sciences, Aug., 62(2-A), 455.
 
Aiken, R., Bessagnet, M-N, & Israel, J. (2005). Interaction and collaboration using an intelligent collaborative learning environment. Education and Information Technologies, 10(1-2), 67-82.
 
Albuquerque, C.P., Santos, P.,& Nascimento, S. (2007). WISC-III: Avaliaçao dinamica em sujeitos com défices cognitivos. [WISC-III: Dynamic assessment in subjects with cognitive deficits]. Psicologia Educaçao Cultura, 11(1), 113-128.

Aljaafreh, A. & Lantolf, J. P.: 1994, Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal 78: 465-483.

Aljaafreh, A. & Lantolf, J.P. (1994). Negative feedback as regulation and sceond language learning in the zone of proximal development. The Modern Language Journal, 78, 465-483.
 
Allal, L. & Ducrey, G.P. (2000). Assessment of-or-in the zone of proximal development. Learning & Instruction, 10(2), 137-152.

Alony, S. & Kozulin, A. (2007). Dynamic assessment of receptive language in children with Down Syndrome. Advances in Speech-Language Pathology, 1-9, 323-331.

Ambinder, A.M. (1993). The differential effects of the Learning Potential Assessment Device (LPAD) on intellective factors in older adults with memory complaints. Dissertationi Abstracts International, 53(12-B), 6529.

Andrews, J.J., Saklofske, D.H. Y Janzen, H.L. (Eds.). (2001). Handbook of psychoeducational assessment: Ability, achievement and behavior in children. San Diego, CA:Academic Press.

Andrianopoulos, L.P. (2001). The perceived utility of traditional and dynamic psychoeducational assessment recommendations by teachers of the deaf.
Unpublished Doctoral Dissertation, Columbia University (New York).

Antón, M. (2009). Dynamic assessment of advanced foreign language learners. Foreign Language Annals, 42(3), 576-598.
 
Aramburu-Zabala, L. & Casals, M. (2003). Prediction of training performance for diesel mechanics. Swiss Journal of Psychology, 62(4), 233-246.

Aramburu-Zabala Higuera, L.C.R.M.(2004). Validation of a trainability test for young apprentices. European Psychologist, 9(1), 56-63.

Arbitman-Smith, R., Haywood, H. C., & Bransford, J. D. (1984). Assessing cognitive change. In P. Brooks, R. Sperber, & C. McCauley (Eds.), Learning and cognition in the mentally retarded (pp. 433-471). Hillsdale, NJ: Erlbaum.

Atencio, D.J. (2004). The emerging volitional self: A dynamic assessment of the mediating role of social and private dialogue in the development of self-direction and task motivation. Dissertation Abstracts International Section A: Humanities and Social Sciences, 64 (9-A), 3186.


Bachman, L.F. & Cohen, A.D. (1998). Interfaces between second language acquisition and language testing research. Cambridge, NY: Cambridge Universtiy Press.

Baek, S-G & Kyoung, J.K. (2003). The effect of dynamic assessment based instruction on children's learning.
Asia Pacific Education Review, 4(2), 189-198.

Baez, R.A. (1987). The effectiveness of a learning potential assessment procedure with Puerto Rican children. Dissertation Abstracts International, 48(2-A), 337.

Bain, B.A. (1994). A framework for dynamic assessment in phonology: Stimulability revisited.
Clinical Communication Disorders, 4(1), 12-22.

Bain, B.A. & Olswang, L.B. (1995). Examining readiness for learning two-word utterances by children with specific expressive language impairment: Dynamic assessment validation. American Journal of Speech-Language Pathology, 4, 81-92.

Balac, T. & Gaines, D.M. (no date). Dynamic Multiple Assessment: An instructional method that captures the symbiosis of assessment and instruction. Online download from Citeseer.ist.psu.edu/295525.html

Baltes, M., Kuhl, K.P., Sowarka, D., & Gutzman, H. (1995). Potential of cognitive plasticity as a diagnostic instrument: A cross-validation and extension. Psychology and Aging, 10(2), 167-172.

Baltes, M. & Raykov, T. (1996). Prospective validity of cognitive plasticity in the diagnosis of mental status; A structural equation model. Neuropsychology, 10, 549-556.

Banks, S.R. & Neisworth, J.T. (1995). Dynamic assessment in early intervention: Implications for serving American Indian/Alaska native families. Journal of American Indian Education, 34(2), 27-43. Online:http://jaie.asu.edu/V34S2dyn.html

Bardsley, J.R. (1980). An exploration of learning potential assessment with learning disabled students. Dissertation Abstracts International, 40(12-A, Pt 1), 6226.

Bar-Ilan, R.T., Golstand, S., Parush, S., & Katz, N. (2007). The Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA-Ch): A new instrument for asssessment learning potential. The American Journal of Occupational Therapy, January.

Barr, P.M. & Samuels, M.T. (1988).Dynamic assessment of cognitive and affective factors contributing to learning difficulties in adults: A case study approach. Professional Psychology: Research & Practice, 19(1), 6-13.

Barrera, M. (2006). Roles of definitional and assessment models in the identification of new or second language learners of English for special education. Journal of Learning Disabilities, 39(2), 142-156.

Barrera, M. (2003). Curriculum-based dynamic assessment for new- or second-language learners with learning disabilities in secondary education settings. Assessment for Effective Intervention, 29 (1), 69-84.

Beasley, F. & Shayer, M. (1990). Learning potential assessment through Feuerstein's LPAD: Can quantitative results be achieved? International Journal of Dynamic Assessment & Instruction, 1(2), 37-48.

Beckmann, J.F. (2001). Zur Validierung des Konstruckts des intelleckuellen Veranderungspotentials (Validating the construct of potential for intellectual change).
Gottingen:Hogrefe.

Beckmann, J.F.(2006). Superiority: Always and everywhere? On some misconceptions in the validation of dynamic testing. Educational & Child Psychology, 23(3), 35-49.

Beckmann, J.F. & Herzberg, P.Y. (Eds.). (2001). Dynamik im Testen. Perspektiven auf die Zone der nachsten Entwicklung in der Psychodiagnostik. Festscrift zum 60. Geburtstag von Jurgen Guthke (Dynamic in testing. Perspectives of the zone of proximal development in psychodiagnostics). Commemorative volume (J. Guthke: 60th birthday). Landau: VEP.

Bednar, M.R. (1990). Dynamic Assessment Procedure: A validation. Paper presented at the National Reading Conference 40th Annual Meeting, Miami, FL, November 29.
ED329921

Bello, A.R. (2007). Utilidad de la Escala ACFS para Poblacion Preescolar con Sindrome de Down. Unpublished dissertation, University of Grenada, Spain.

Benjamin, L. & Lomofsky, L. (2002). Effects of the observation of dynamic and static assessment on teachers' perceptions of the learning potential of less academic learners. Journal of Cognitive Education and Psychology, 2(2), 102-123 (online: http://www.iace.coged.org/journal)

Ben-Yishay, Y., Diller, L., Gerstman, L., & Gordon, W. (1970). Relationship between initial competence and ability to profit from cues in brain-damaged individuals. Journal of Abnormal Psychology, 75, 248-259.

Berger, J-L. (2004). Assessment of learning potential: Construction and first evaluation of the psychometric characteristics of an analogical reasoning test. Journal of Cognitive Education and Psychology [online], 4, 144-145. www.iacep.coged.org

Bergman, M.M. (1980). The ability to learn in mentally retarded persons: An exploration of learning potential and intellectual potential. Dissertation Abstracts International, 41(5-B), 1902-1903.

Berninger, V.W. & Abbott, R.D. (1994). Redefining learning disabilities: Moving beyond aptitutde-achievement discrepancies to failure to respond to validated treatment protocols. In G.R. Lyon (Ed.). Frames of reference for the assessment of learning disabilities: New views on measurement issues.
Baltimore: P.H. Brookes.

Bethge, H., Carlson, J.S., & Wiedl, K.H. (1982). The effects of dynamic assessment procedures on Raven Matrices performance, visual search behavior, test anxiety, and test orientation. Intelligence, 6(1), 89-97.

Bider, C. & Linder. A.-L. (2005). Contribution a la validité d'un test d 'un apprentissage, le HART (Hessels Analogical Reasoning Test), a l'aide de criteres dynamiques [Contribution to the validation of a learning test, the HART (Hessels Analogical Reasoning Test) by means of dynamic criterion tests]. Unpublished master's thesis. University of Geneva.

Birnbaum, R and Deutsch, R (1996) The use of Dynamic Assessment and its Relationship to the Code of Practice . Educational and Child Psychology, Vol 13, 3, 14-24.

Bethge, H., Carlson, J.S., & Wiedl, K.H. (1982). The effects of dynamic assessment procedures on Raven Matrices performance, visual search behavior, test anxiety and test orientation. Intelligence, 6, 89-97.

Bider, C. & Linder, A.-L. (2005). Contribution a la validité d'un test d'apprentissage, le HART [Hessels Analogical Reasoning Test]. a l'aide de criteres dynamiques [Contribution to the validation of a learning test, the HART, by means of dynamic criterion tests]. Unpublished master's thesis, University of Geneva.
 

Birjandi, P. & Ebadi, S. (2009). Issues in dynamic assessment. English Language Teaching, 2(4), 188-198.

 

Birney, D. (2004). Mediating the impact of mediated learning [book review]. Contemporary Psychology: 48 (5), 677-679.

Blachowicz, C.L.Z.(1999). Vocabulary in dynamic reading assessment:Two case studies. Reading Psychology, 20(3), 213-236.

Bleichrodt, N., & Resing, W.C.M. (1994). Measuring intelligence and learning potential in iodine-deficient and noniodine-deficient populations. In J.B. Stanbury (Ed.), The damaged brain of iodine deficiency. Cognitive, behavioral, neuromotor, educative aspects. New York: Cogni-zant communication corporation. (p. 37-42).

Boeyens, J. (1989). Learning potential: A theoretical perspective. Pretoris, South Africa: Human Sciences Research Council.

Bolig, E. & Day, J.D.(1993). Dynamic assessment and giftedness: The promise of assessing training responsiveness. Roeper Review, 16(2), 110-113.

Boll, H.S. (1987). Maintenance and generalization during static and dynamic assessment in learning disabled, educable mentally retarded, and non-disabled children. Dissertation Abstracts International, 47 (11-A), 4070.

Borkowski, J.G., Carothers, S.S., Howard, K., Schatz, J., & Farris, J.R. (2007). Intellectual assessment and intellectual disability. In J.W. Jacobson, J.A. Mulick., & J. Rojahn (Eds). Handbook of intellectual and developmental disabilities. Issues in clinical child psychology (pp. 261-277). New York: Springer.

Borland, J.H. & Wright, L. (1994). Identifying young, potentially gifted, economically disadvantaged students. Gifted Child Quarterly, 38(4), 164-171.

Bosma, T.& Resing, W.C.M. (2006). Dynamic assessment and a reversal task: A contribution to needs-based assessment. Educational & Child Psychology, 23(3), 81-98.

Bosma, T. & Resing, W.C.M. (2008). Bridging the gap between diagnostic assessment and classroom practice. Journal of Cognitive Education and Psychology [online], & (2), 174-198.

Bosson, M.S. (2003). Le potentiel d'apprentissage en raisonnement analogique: Construction d'un instrument d'évaluation en groups basé sur une échelle de Rash [Learning potential in analogical reasoning: Construction of a Rasch-scaled instrument for groupwise assessment]. Unpublished master's thesis. University of Geneva.

Bountrogianni, M. (1990). Dynamic assessment: Implications for classroom consultation, peer tutoring and parent education. In E. Cole & J.A. Siegel (Eds.). Effective consultation in school psychology (pp. 129-140). Kirkland, WA: Hogrefe & Huber.

Braun, C., Rennie, B.J., & Gordon, C.J. (1987). An examination of contexts for reading assessment. Journal of Educational Research, 89(5), 283-289.

Brice, A. & Perkins, C. (1997). What is required for transition from the ESL classroom to the general education classroom? A case study of two classrooms. Journal of Children's Communication Development, 19 (1), 13-22.

Brondi Smith, K. (1993). An investigation of the application of Feuerstein's Learning Potential Assessment Device with school-identified adolescents with learning disabilities. Dissertation Abstracts International, 54(2-A), 460.

Brown, A.L., Campione, J.C., Webber, L.S., & McGilly, K. (1992). Interactive learning environment: A new look at assessment and instruction. In B. Gifford & M.C. O'Connor (Eds.). Changing assessments: Alternative views of aptitude, achievement and instruction. Evaluation in education and human services (pp. 121-211). New York: Kluwer Academic/Plenum.

Brown, A.L. & Ferrara, R.A. (1985). Diagnosing zone sof proximal development. In J. Wertsch (Ed.). Culture, communication, and cognition: Vygotskian perspectives (pp. 272-305). New York: Cambridge University Press.

Brown, A. L. & Ferrara, R.A. (1999). Diagnosing zones of proximal development. In P. Lloyd & Fernyhough, C. (Eds.). Lev Vygotsky: Critical assessments: The zone of proximal development, Vol. III (pp. 225-256). Florence, KY: Taylor & Francis/Routledge.

Brown, A.L. & French, L.A. (1979). The zone of potential development: Implications for intelligence testing in the year 2000. Intelligence, 3, 255-273.

Brozo, W.G. (1990). Learning how at-risk readers learn best: A case for interactive assessment. Journal of Reading, 33(7), 522-527.

Büchel, F. (2006). Analogical reasoning in students with moderate intellectual disability: Reasoning capacity limitations or memory overload? Educational & Child Psychology, 23(3), 61-80.

Büchel, F.P.& Paour, J.L. (1990). Introduction: Contributions a l'étude de potentials d'apprentissage et de dévelopment. European Journal of Psychology of Education, 5(2).

Büchel, F.P.& Scharnhorst, U. (1993). The Learning Potential Assessment Device (LPAD): Discussion of theoretical and methodological problems. In J.H.M. Hamers, K. Sijtsma, et al. (Eds.). Learning potential assessment: Theoretical, methodoligical and practical issues (pp. 83-111). Lisse: Swets & Zeitlinger.

Büchel, F.P., & Schlatter, C. (1995a). Organisation de Points. Version standardisée. Document non publié. Université de Genève, Faculté de Psychologie et des Sciences de l'Eduaction.

Büchel, F.P., & Schlatter, C. (1995b). Figure complexe. Version standardisée. Document non publié. Université de Genève, Faculté de Psychologie et des Sciences de l'Eduaction.

Büchel, F.P., & Schlatter, C. (1996). Set Variation I. Version standardisée. Document non publié. Université de Genève, Faculté de Psychologie et des Sciences de l'Eduaction.

Büchel, F.P., & Schlatter, C. (2001). Apprentissages cognitifs. In J.A. Rondal & A. Comblain (Dir.), Manuel de psychologie des handicaps: sémiologie et principes de remédiation (ch. 2, pp. 49-80). Sprimont: Mardaga.

Büchel, F.P., & Hessels-Schlatter, C. (in preparation). The Analogical Reasoning Learning Test. Manual. Berne: Hogrefe.

Büchel, F.P., Schlatter, C., & Scharnhorst, U. (1997). Training and assessment of analogical reasoning in students with severe learning difficulties. Educational and Child Psychology, 14(4), 83-94.

Budoff, M. (1967). Learning potential among institutionalized young adult retardates. American Journal of Mental Deficiency, 72(3), 404-411.

Budoff. M. (1968). Learning potential as a supplementary testing procedure. In J. Hellmuth (Ed.). Learning Disorders, Vol. 3. Seattle, WA: Special Child.

Budoff, M. (1987a). Measures for assessing learning potential. In C.S. Lidz (Ed.). Dynamic assessment: An interactive approach to evaluating learning potential (pp. 173-195. New York: Guilford.

Budoff, M. (1987b). The validity of learning potential assessment. In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp.52-81). New York: Guilford.

Budoff, M. & Corman, L. (1976). Effectiveness of a learning potential procedure in improving problem-solving skills of retarded and nonretarded children. American Journal of Mental Deficiency, 81, 260-264.

Budoff, M., & Friedman, M (1964). "Learning potential" as an assessment approach to the adolescent mentally retarded. Journal for Consulting Psychology, 28, 434-439.

Budoff, M. & Hamilton, J.L. (1976). Optimizing test performance of moderately and severely mentally retarded adolescents and adults. American Journal of Mental Deficiency, 81, 49-57.

Budoff, M., Meskin, J., & Harrison, R.H. (1971). Educational test of the learning-potential hypothesis. American Journal of Mental Deficiency, 76, 159-169.

Bunderson, C.V. (2004). Technoogy and theory as drivers for deeper-than-predicted changes. Measurement: Interdisciplinary Research and Perspectives, 2(1), 37-40.

Burden, B. (2002). Dynamic assessment: Prevailing models and applications. Dynamic assessment of young children [book reviews].
British Journal of Educational Psychology, 72(4), 607-608.

Burns, M.S. (1984). Comparison of "graduated prompt" and "mediational" dynamic assessment and static assessment with young children. Dissertation Abstracts International, 45(3-A), 818. [also, ED313112]

Burns, S. (1991). Comparision of two types of dynamic assessment with young children. The International Journal of Dynamic Assessment and Instruction, 2, 29-42.

Burns, M.S.(1996). Dynamic assessment: Easier said than done. In J.G. Luther, E. Cole, et al. (Eds). Dynamic assessment for instruction: From theory to application (pp. 182-188). North York, ON: Captus.

Burns, M.S., Delclos, V.R., Vye, N.J., & Sloan, K. (1992). Changes in cognitive strategies in dynamic assessment. International Journal of Dynamic Assessment & Instruction, 2(2), 45-54.

Burns, M.S., Delclos, V.R., Vye, N.J., & Sloan, K. (1996). Changes in cognitive strategies in dynamic assessment. In M. Luther, E. Cole, & P. Gamlin (Eds.). Dynamic assessment for instruction: From theory to application. Toronto: Captus University Publications.

Burns, M.S., Haywood, H.C. & Delclos, V.R. (l987). Young children's problem-solving strategies: an observational study. Journal of Applied Developmental Psychology, 8, ll3-121.

Burns, M.S., Vye, N.J., Bransford, J.D., Delclos, V., & Ogan, T. (1987). Static and dynamic measures of learning in young handicapped children. Diagnostique, 12, 59-73.

Burton, V..J. & Watkins, R.V. (2007). Measuring word learning: Dynamic versus static assessment of kindergarten vocabulary. Journal of Communication Disorders, 40(5), 335-356.

Byers, R.W. (2002). Using Feuerstein's methodology to dynamically assess visuospatial cognitive ability in individuals with early-stage Alzheimer's disease and other cognitive dysfunctions. Dissertation Abstracts International: Section B: The Sciences & Engineering, Aug., 63 (2-B), 75


Caffrey, E. (2008). A comparison of dynamic assessment and progress monitoring in the prediction of reading achievement for students in kindergarten and first grade. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68(12-A), 5045.

Caffrey, E., Fuchs, D., & Fuchs, L.S. (2008). The predictive validity of dynamic assessment: A review. Journal of Special Education, January.

CALERO, M.D. (1987). Un nuevo instrumento de Evaluación del Potencial de Aprendizaje (EPA). Evaluación Psicológica/Psychological Assessment, 3 (1) 137-141.

CALERO, M.D. (1989). Análisis Bibliométrico de las Técnicas de Potencial de Aprendizaje. Estudios de Psicología,38, 81-88.

CALERO, M.D.(1990) La Evaluación del Potencial de Aprendizaje: Estado Actual. Revista de Educación, (293) 399- 415.

CALERO, M. D. (Ed.).(1995). Modificación de la Inteligencia: Sistemas de evaluación y entrenamiento. Madrid, Pirámide. ISBN: 84- 368-0899-1

CALERO, M.D.(2002). La Mediación: acercamiento al niño con síndrome de Down en la escuela. En M.A. Robles, L. Almazán y J.A. Torres (ED.): Síndrome Down y educación: una mirada hacia el futuro. Asociación Síndrome Down, Jaén, PP. 197-208. ISBN: 84-95233-33-9

CALERO, M.D. (2004). La validez de las técnicas de evaluación del potencial de aprendizaje. Psicothema, 16 (2) 217-221.

CALERO, M.D. & BELCHI, J. (1989). La generalización del entrenamiento en las Técnicas de Potencial de Aprendizaje. Estudios de Psicología, 38, 69-79.

CALERO, M.D. & LOZANO, M.A.(1994). La Evaluación del potencial de aprendizaje en ancianos. Revista de Psicología General y Aplicada, 47, 89-100.

CALERO, M.D. & MARQUEZ, J. (1996). El Juego del Dibujo y la Palabra. Test de Potencial de Aprendizaje para la Lectura. Granada, Magic Color. ISBN 84-922013-1-2

CALERO, M.D. & MARQUEZ, J.(1998). Psychometric Properties of a Learning Potential Test for Reading: The Picture Word Game. European J. of Psychological Assessment, 14 (2) 124-133.

Calero, M.D. & Navarro, E. (2000). Relationship between plasticity, mild cognitive impairment and cognitive decline. Archives of Clinical Neuropsychology, 19, 653-660.

CALERO, M.D. Y NAVARRO, E. (2003). El test de aprendizaje de posiciones: un instrumento de medida de la plasticidad del anciano deterioro cognitivo leve. Revista de Neurología, 36 (7) 619-624.

CALERO, M.D. Y NAVARRO, E. (2004). Relation between plasticity, mild cognitive impairment and cognitive decline. Archives of Clinical Neuropsychology, 19, 623-660

CALERO, M.D., NAVARRO, E., ARNEDO, M.L., GARCIA-BERBEN, T.M. Y ROBLES, P. Estimación del potencial de rehabilitación en ancianos con y sin deterioro cognitivo asociado a demencias. Revista Española de Geriatría y Gerontología, 2000, 35 (S2), 44-50.

Camilleri, B. (2005). Review of Dynamic Assessment and Intervention: Improving children's narrative abilities. International Journal of Language & Communication Disorders, 40(2), 240-242.

Camilleri, B. & Law, J. (2007). Assessing children referred to speech and language therapy: Static and dynamic assessment of receptive vocabulary. Advances in Speech-Language Pathology, 9 (4), 312-322.

Campione, J.C.(1989). Assisted assessment: A taxonomy of approaches and an outline of strengths and weaknesses. Journal of Learning Disabilities, 22(3), 151-165.

Campione, J.C. & Brown, A.L. (1984). Learning ability and transfer propensity as sources of individual differences in intelligence. In P.H. Brooks, R. Sperber, & C. McCauley (Eds.). Learning and cognition in the mentally retarded (pp. 265-293). Hillsdale, NJ: Lawarence Erlbaum.

Campione, J.C.& Brown, A.L. (1985). Dynamic assessment: One approach and some initial data. Technical Report No. 361. Cambridge, MA: Illinois University, Urbana. Center for the Study of Reading. ED269735

Campione, J.C. & Brown, A.L. (1987). Linking dynamic assessment with school achievement. In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 82-115). New York: Guilford.

Campione, J.C. & Brown, A.L. (1990). Guided learning and transfer: Implications for approaches to assessment. In N. Frederiksen, R.Glaser et al. (Eds.). Diagnostic monitoring of skill and knowledge acquisition (pp. 141-172). Hillsdale, NJ: Erlbaum.

Campione, J.C., Brown, A.L., & Bryant, N.R. (1985). Individual differences in learning and memory. In R.J. Sternberg (Ed.). Human abilities: An information-processing approach (pp. 103-126). New York: W.H. Freeman.

Campione, J.C., Brown, A.L. Ferrara, R.A., & Bryant, N.R. (1984). The zone of proximal development: Implications for individual differences in learning. New Directions for Child Development, 23, 77-91.

Carlson, J.S. (1983a).Dynamic assessment in relation to learning characteristics and teaching strategies for children with learning disability. Final report. ED305813

Carlson, J.S. (1983b). Applications of dynamic assessment to cognitive and perceptual functioning of three ethnic groups. Final report. ED233040

Carlson, J.S. (Ed.) (1992). Theoretical issues: Intelligence, cognition, and assessment. Greenwich, CT: JAI Press.

Carlson, J.S. (Ed.). (1995). Advances in cognitive and educational practice. European contributions to dynamic assessment (Volume 3). Greenwich, CT: JAI Press.

Carlson, J.S. & Dillon, R. (1978). Measuring intellectual capabilities of hearing-impaired children: Effects of testing-the-limits procedures. The Volta Review, 80, 216-224.

Carlson, J.S. & Wiedl, K.H. (1978). Use of testing-the limits procedures in the assessment of intellectual capabilities in children with learning difficulties. American Journal of Mental Deficiency, 82, 559-564.

Carlson, J.S. & Wiedl, K.H. (1979). Toward a differential testing approach: Testing-the limits employing the Raven Matrices. Intelligence, 3, 323-344.

Carlson, J.S. & Wiedl, K.H. (1980a). Applications of a dynamic testing approach in intelligence assessment: Empirical results and theoretical formulations. Zeitschrift für Differentielle und Diagnostische Psychologie, 1, 303-318.

Carlson, J.S. & Wiedl, K.H. (1980b). Dynamic assessment: An approach toward reducing test bias. ED191884

Carlson, J.S. & Wiedl, K.H. (1992a). Principles of dynamic assessment: The application of a specific model. Learning & Individual Differences, 4(2), 153-166.

Carlson, J. & Wiedl, K. (1992b). The dynamic assesment of intelligence. In H.C. Haywood & D. Tzuriel (Eds.). Interactive assessment (pp. 167-186). New York: Springer.

Carlson, J.S. & Wiedl, K.H. (2001). The validity of dynamic assessment. In C.S. Lidz & J.G. Elliott (Eds.). Dynamic assessment: Prevailing models and applications (pp. 681-712). Amsterdam: JAI/Elsevier Science.

Carney, J.J. Cioffi, G. (1990). Extending traditional diagnosis: The dynamic assessment of reading abilities.
Reading Psychology, 11(3), 177-192.

Carney, J.J. & Cioffi, G. (1992). The dynamic assessment of reading abilities. International Journal of Disability, Development & Educaiton, 39(2), 107-114.

Carson, K.L., Gerretson, H., Kyger, M.M., Lovin, L, Ray, S., & Allsopp, D.H. (2008). Mathematics dynamic assessment: Informal assessment that responds to the needs of struggling learners in mathematics. Teaching Exceptional Children, January 1.

Cauley, D.R. (2007). Risk assessment of civilly committed sexually violent predators: Static versus dynamic orientations. The Forensic Examiner, 16(1), 18-24.
 
Chaffey, G.W. ( 2009). Gifted but underachieving: Australian indigenous children. In T. Balchin, B. Hymer, & D.J. Matthews (Eds.). The Routledge Internatioinal Companion to Gifted Education (pp. 106-114). New York: Routledge/Taylor & Francis Group.
 
Chan, W.Y., Ashman, A.F. & van Kraayenoord, C.E. (2000). Science and biological classification: Linking dynamic assessment to classroom curriculum. In C.S. Lidz & J.G. Elliott (Eds.). Dynamic assessment: Prevailing models and applications (pp.607-639). Amsterdam: JAI/Elsevier Science.

Chartier, D. & Loarer, E. (1994). Evaluation dynamique de l'intelligence non-verbale par la procédure aide au cours du test: Application a une population non-francophone et a des adultes de bas niveau de qualification. In M. Huteau (Ed.), Les techniques psychologiques d'évaluation des personnes. Issy-les-Moulineaux: EAP.

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