Machleit, S.R. (2000). Working memory and writing: A comparison of two types of dynamic assessment of working memory and the relationship to worting ability of heterogeneously grouped seventh grade students. Dissertation Abstracts International Section A: Humanities & Social Sciences, 61(2-A), 496. Mackawa, J. & Storkel, H.L.(2006). Dynamic assessment and word learning. Acquiring Knowledge in Speech, Language, and Hearing, 8, 103-105. Mackenzie, S. (2007). Educational psychologists' assessment of chiildren's arithmetic skills. Educational & Child Psychology, 24(2), 119-136. Macrine, S.L. & Sabbatino, E.D. (2008 ).Dynamic Assessment and Remediation Approach: Using the DARA Approach to Assist Struggling Readers. Reading & Writing Quarterly, 24(1),52 - 76. Magnusson, S.J., Templin, M., & Boyle, R.A. (1997). Dynamic science assessment: A new approach for investigating conceptual change. Journal of the Learning Sciences, 6(1), 91-142. Maisto, C.A. (1985). Dynamic assessment of the cognitive functioning of emotionally disturbed, mildly learning handicapped, and average children. Dissertation Abstracts, 46(6-B), 2091. Majluf, A. (2003). Orientaciones innovatives en la evaluacion y educacion de niños en situacion de desvantaja sociocultural. Rivista de Psicologia, 21(1), 107-117. Malik, A.K., & Hessels, M.G.P. (1997). Fatima has run away! Youth aid from the perspective of the muslims. [Fatima weggelopen! En nu...? De jeugdhulpverlening bekeken vanuit het perspectief van de moslims.] Rotterdam: SPIOR/Erasmus Universiteit. Massetti, G.M. (2003). Dynamic assessment as an intervention for emergent literacy in Head Start. Dissertation Abstracts International: Section B; The Sciences and Engineering, 64 (1-B), 425. Matthews, L. & Bouwer, L. (2009). Enhancing adolescents' responses to projection plates through a dynamic assessment technique of questioning.  South African Journal of Psychology, 39(2), 231-241. Matthews, M.S. (2002).Dynamic assessment of academic ability of bilingual immigrant Latino children. Dissertation Abstracts International Section A: Humanities & Social Sciences, 63(2-A), 498. McCloskey, D. & Athanasiou, M.S. (2000). Assessment and intervention practices with second-language learners among school psychologists. Psychology in the Schools, 37*3) 209-225. McDaniel, A. (1983). Learning potential assessment in educable mentally retarded students. Dissertation Abstracts International, 43(10-A), 3272-3273. McLaughlin, K. & Cascella, P.W. (2008). Elliciting a distal gesture via dynamic assessment among students with moderate to severe intellectual disability. Communication Disorders Quarterly, 29(2), 75-81. McNamara, T. (1997). "Interaction" in second language performance assessment: Whose performance? Applied Linguistics, 18, 446-466. Mearig, J.S. (1987). Assessment the learning potential of kindergarten and primary-age children. In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 237-267). New York: Guilford. Meijer, J. (1993). Learning potential, personality characteristics and test performance. In J.H.M. Hamers, K. Sijtsma, Eds. et al. Learning potential assessment: Theoretical, methodological and practical issues (pp. 341-362). Lisse: Swets & Zeitlinger. Meijer, J. (1996). Learning potential and fear of failure. Amsterdam: Bauer. Meijer, J. (2001). Learning potential and anxious tendency: Test anxiety as a bias factor in educational testing. Anxiety, Stress, and Coping: An International Journal, 14(3), 337-362. Meijer, J. & Eishout, J.J. (2001). The predictive and discriminant validity of the zone of proximal development. British Journal of Educational Psychology, 71(1), 93-113. Meltzer, L. & Reid, D.K. (1994). New directions in the assessment of students with special needs:The shift toward a constructivist perspective. Journal of Special Education, 28(3), 338-355. Methe, S.A.(2005). Validation and diagnostic accuracy of Early Numeracy Skill Indicators. Dissertation Abstracts International Section A: Humanities and Social Sciences, 66(6-A), 2104. Meyers, J. (1987). The training of dynamic assessors. In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 403-425). New York: Guilford. Miller, L.P. et al. (1992). Alternatives to norm-referenced testing for assessing student achievement. ERS Spectrum, 10(3), 3-9. Miller, L., Gillam, R.B., & Peña, E.D. (2001). Dynamic assessment and intervention: Improving children’s narrative abilities. Austin, TX: Pro-Ed. Minick, N. (1987). Implications of Vygotsky’s theories for dynamic assessment. In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 116-140). Mintzker, Y. (1997). Dynamic assessment of younger children with developmental disorders as a basis for MLE-directed parental training. In A. Kozulin (Ed.). The ontogeny of cognitive modifiability: Applies aspects of mediated learning experiencve and instrumental enrichment (pp. 151-156). Jerusalem: International Center for the Enhancement of Learning Potential. Miranda-Carroll, D.S.(1988). Dynamic assessment: A comparative analysis of Puerto Rican children classified as educable mentally retarded and learning disabled. Dissertation Abstracts International, 49 (1-A), 63. Missiuna, C. (1987). Dynamic assessment: A model for broadening assessment in occupational therapy. Canadian Journal of Occupational Therapy, 54, 17-21. Missiuna, C. (1990). Assessment preschool children: Application of dynamic assessment techniques in the classroom. International Journal of Dynamic Assessment & Instruction, 1(2), 71-85. Missiuna, C. (1996). Assessment of preschool children: Application of dynamic assessment techniques in the classroom. In M.G.Luther, E. Cole, et al.,(Eds.). Dynamic assessment for instruction ((pp. 158-167). North York, ON: Captus. Missiuna, C. & Samuels, M. (1988). Dynamic assessment: Review and critique. Special Services in the Schools, 5(1-2), 1-22. Missiuna, C. & Samuels, M.T. (1989). Dynamic assessment of preschool children with special needs: Comparison of mediation and instruction. Remedial and Special Education,10 (2),53-59. Molano, K. (2008). The dynamic approach: Decreasing cultural bias in the cognitive abilities assessment of Latino children. Dissertation Abstracts International: Section B: The Sciences and Engineering, 68(9-B), 6352.   Moore, D.  (2008). Review of Dynamic assessment in practice: Clinical and educational applications. Psychology Learning & Teaching, 7(1), 62=63.  Moore-Brown, B., Huerta, M., Uranga-Hernandez,Y., & Peña, E.D. (2006). Using dynamic assessment to evaluate children with suspected learning disabilities. Intervention in School and Clinic. Murphy, R. (2008). Exploring a meta-theoretical framework for dynamic assessment and intelligence. Dissertation Abstracts International: Section B: The Sciences and Engineering, 68 (9-B) 6386.   Murphy, R. & Maree, D.J.F. (2006). Meta-Analysis of dynamic assessment research in South Africa. Journal of Cognitive Education and Psychology, 6(1), 32-60.    Nassaji, H. & Swain, M. (2000). A Vygotskian perspective towards corrective feedback in L2. The effect of random vs negotiated help in the acqusition of English articles. Language Awareness, 9, 34-51. Navarro, E. & Calero, M.D. (2009). Estimation of cognitive plasticity in old adults using dynamic assessment techniques. Journal of Cognitive Education and Psychology, 8(1), 38-51. < br> Nigam, R. (2001). Dynamic assessment of graphic symbol combinations by children with autism. Focus on Autism & Other Developmental Disabilities, 16(3), 190-197.   Nott, M., Chapparo, C., & Heard, R. (2008). Effective occupational therapy intervention with adults demonstrating agitation during post-traumatic amnesia. Brain Injury, 22(9), 669-683.  Ohrmann, P., Kugel, H., Bauer, J., Siegmund, A., Koelkebeck, K., Suslow, T. et al. (2008). Learning potential on the WCST in schizophrenia is related to the neuronal integrity of the anterior cingulate cortex as measured by proton magnetic resonance spectroscopy. Schizophrenia Research, 106(2-3), 156-163. Olswang, L.B. & Bain, B.A. (1991). When to recommend intervention. Language, Speech, and Hearing Services in Schools, 22(4), 255-263. Olswang, L.B., Bain, B.A., & Johnson, G.A. (1992). Using dynamic assessment with children with language disorders. In S. F. Warren & J.E. Reichle (Eds.). Causes and effects in communication and language intervention. Communication and language intervention series, Vol. 1(pp. 187-215). Baltimore: P.H. Brookes. Ombredane, A. & Robaye, F. (1953). Le probleme de l'épuration des tests d'intelligence étudié sur le matrix-couleur. Comparaison des technique de réduplication et d'explication. Bulletin du Centre d'études et recherches Psychotechinques, 4. Orrantia, J., Moran, M.C., Delia, G.A. (1998). Evaluacion estacia versus evaluacion dinamica. Una comparacion experimental [Static assessment versus dynamic assessment: An experimental comparison]. Estudios de Psicologia, no. 61; 35-50. Oskoz, A. (2005). Students' dynamic assessment via online chat. Calico Journal, 22(3). Panicker, A. S., & Hirisave, U. ‘Psychometric Potential Assessment: A New Approach in Testing Children’,. (published in Indian Journal of Clinical Psychology, 2005, supplement) Paour, J.-L. (1992). Induction of logic structures in the mentally retarded: An assessment and intervention instrument. In H.C. Haywood & D. Tzuriel (Eds.). Interactive assessment (pp. 119-166). New York: Springer. Paour, J.-L. & Soavi, G. (1992). A case study in the induction of logic structures. In H.C. Haywood & D. Tzuriel (Eds.). Interactive assessment (pp. 419-442). New York: Springer. Parameswaran, G. (1993). Dynamic assessment of sex differences in spatial ability. Dissertation Abstracts International, 54(5-B), 2786. Paratore, J.R. & Indrisano, R. (1987). Intervention assessment of reading comprehension. The Reading Teacher, 40, 778-783. Pascual-Leone, J., Johnson, J., Baskind, S., Dworsky, S., & Severtson, E. (2000). Culture-fair assessment and the processes of mental attention. In S. Kozulin & Y. Rand (Eds.). Experience of mediated learning:An impact of Feuerstein's theory in education and psychology (pp. 191-214). Elmsford, NY:Pergamon. Pasquier, D. (2004). Les compétences à apprende. Evaluation chez l'adulte. Paris: L'Harmattan. Pasquier, D. (1986), Le groupe de travail éducabilité se présente, Objectif 2000 jeunes, 7. Montreuil: A.F.P.A. Pasquier, D. (1989). L'éducabilité à l'A.F.P.A. : perspectives de recherche et premiers résultats, Education Permanente, A.F.P.A., 100/101. Pasquier D. (1989). Evaluation dynamique du potentiel d'apprentissage; premier outil, premiers résultats. Méthodologie et outils de bilan, évaluation-orientation. Paris: C.L.P. Pasquier, D. (1989). Changement, formation professionnelle, éducabilité, Bulletin n°2. Sevran: A.D.C.A. Pasquier D. (1991), Mesurer le potentiel d’apprentissage. Les cahiers d’information du directeur du personnel, N°17 Pasquier D. (1991). Regards neufs sur la capacité d’apprendre. Les cahiers d’information du directeur du personnel. N°18. Pasquier, D. (1993). L'éducabilité cognitive, qui croire? Sciences Humaines, Janvier 1993 Pasquier D. (1994a). Évaluation dynamique, potentiel d’apprentissage et facteur G. In A la recherche du potentiel d’apprentissage, Garbo R. et Lebeer J. (éds.). University of Antwerp : EAMC. Pasquier D. (1994b). Le test d’évaluation dynamique de l’éducabilité (TEDE). In Les techniques d’évaluation des personnes, Huteau M. (éd.). Issy-les-Moulineaux : EAP. Pasquier D. (1996). Un paradigme d’hier pour demain : l’évaluation dynamique du potentiel d’apprentissage. Actes du congrès international d’actualité de la recherche en éducation et formation. Nanterre : Université de Paris X. Pasquier D. (1997). L’évaluation dynamique en psychologie. Le journal des psychologues, N°145. Pasquier D., Estebe I. & Jaigu J.(2001). Prévoir la réussite chez de jeunes apprentis : approche exploratoire. Pratiques Psychologiques, 1, 99-110. Paula, K. M. Pereira de (October, 2004). Dynamic assessment: Cognitive, behavioral and affective-motivational indicators analysis in children in a situation of intervention with an alternative communication system. Doctorate thesis. Post graduation Program in Psychology, Center of Human and Natural Science, Federal University of Espírito Santo, Vitória, ES, Brazil. Pedersen, A., Wiedl, K.H. & Ohrmann, P. (2009). Neurobiological correlates of learning potential in healthy subjects and in schizophrenic patients. Journal of Cognitive Education and Psychology, 8(1), 81-101, Peeters, M.(2005?). Emergent literacy and dynamic assessment of children with severe developmental speech and language disorders. Dissertation in process.   Peltenburg, M., Van den Hauvel-Panhuizen, M., & Doig, B.(2009). Mathematical power of special-needs pupils: AN ICT-based dynamic assessment format to reveal weak pupils' learning potential. British Journal of Educational Technology, 40(2), 273-284.   Peña, E. (1993). Dynamic assessment: A non-biased approach for assessing the language of young children. Dissertation Abstracts International, 54(2-A), 485. Peña, E. (1996). Dynamic assessment: The model and language applications. In K. Cole, P. Dale,& D. Thal (Eds.). Assessment of communication and language (pp. 281-307). Baltimore: P.H. Brookes. Peña, E., (2000). Measurement of modifiability in children from culturally and linguistically diverse backgrounds. Communication Disorders Quarterly, 21(2), 87-97. Peña, E. (2001). Assessment of Semantic Knowledge: Use of feedback and clinical interviewing. Seminars in Speech and Language, 22, 51-64. Peña, E. & Gillam, R. (2000). Dynamic assessment of children referred for speech and language evaluations. In C.S. Lidz & J. Elliott (Eds.) Dynamic Assessment: Prevailing Models and Applications, Vol. 6 (pp. 543-574). Amsterdam: JAI/Elsevier Science. Pena, E.D., Gillam. R.B., Malek, M., Ruiz-Felter, R., Resendiz, M., Fiestas, C., & Sabel, T. (2006). Dynamic assessment of school-age children's narrative ability: An experimental investigation of classification accuracy. Journal of Speech, Language, and Hearing Research, 49(5), 1037-1057. Peña, E., Iglesias, A., Lidz, C.S. (2001). Reducing test bias through dynamic assessment of children’s word learning ability. American Journal of Speech Language Pathology, 10, 138-154. Peña, E. Miller, L., & Gillam, R. (1999). Dynamic assessment of narratives in children from diverse backgrounds. California Speech-Language-Hearing Association Magazine, 28(2) 12-13, 18. Peña, E., Quinn, R. & Iglesias A. (1992). Application of dynamic methods to language assessment: A non-biased procedure. Journal of Special Education, 26(3) 269-280. Peña, E.D., Reséndiz, & Gillam, R.B. (2007). The role of clinical judgements of modifiability in the diagnosis of language impairment. Advances in Speech-Language Patholody, 9(4), 332-345. Peña, E. & Valles, L. (1995) Language assessment and instructional programming for linguistically different learners: Proactive classroom processes. In H. Kayser (Ed.) Bilingual Speech-Language Pathology: An Hispanic Focus (pp. 129-152). San Diego, CA: Singular Press. Peña, E., Quinn, R., & Iglesias, A. (1992). The application of dynamic methods to language assessment: A non-biased procedure. Journal of Special Education, 26, 269-280. Pennings, A.H. & Verhelst, N.D. (1993). The dynamic testing of restructuring tendency. In J.H.M.Hamers, K. Sijtsma, K., et al (Eds.). Learning potential assessment: Theoretical, methodological and practical issues (pp. 195-212). Bristol, PA: Swets & Zeitlinger. Perrine, S. (1999). Dynamic assessment of phonological stimulability: Construct validation of a cueing hierarchy. Unpublished master's thesis, Idaho State University, Pocatello, Idaho. Pfeiffer, S.I. & Blei, S., (2008). Gifted identification beyond the IQ test: Rating scales and other assessment procedures. In S. Pfeiffer (Ed.). Handbook of giftedness in children: Psychoeducational theory, research, and best practices (pp. 177-198). New York: Springer.   Poehner, M.E. (2005). Dynamic assessment of oral proficiency among advanced L2 learners of French. Unpublished doctoral dissertation. The Pennsylvania State University, University Park, PA. Poehner, M.E. (2007). Beyond the Test: L2 Dynamic Assessment and the Transcendence of Mediated Learning, The Modern Language Journal 91, 323-340. Poehner, M. E. (2008a). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development, Berlin, Springer Verlag.,br> Poehner, M. E. (2008b). Both sides of the conversation: The interplay between mediation and learner reciprocity in dynamic assessment, in J. P. Lantolf and M. E. Poehner (eds.), Sociocultural theory and the teaching of second languages, London, Equinox.   Poehner, M. (2009). Group dynamic assessment: Mediation for the L2 classroom. TESOL Quarterly, 43(3), 471-491.   Poehner, M.E. & Lantolf, J. P. (2005). Dynamic assessment in the language classroom, Language Teaching Research 9, 1-33. Poehner, M.E. & Lantolf, J.P. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9, 233-265.	Saarnio, P. (1994). A comparative study of dynamic and static testing in abstinent alcoholics. Journal of Clinical Psychology, 50(2), 272-280. Saenz, T. I. & Huer, M.B. (2003). Testing strategies involving leasst biased language assessmentn of bilingual children. Communication Disorders Quarterly, 24(4), 184-193. Sainsbury, E.J. & Walker, R.A. (2008). Assessment as a vehicle for learning: Extending collaboration into testing. Assessment & Evaluation iin Higher Education, 33(2), 103-117. Saldaña, D. ((2004). Dynamic Master Mind: Interactive use of a game for testing metacognition. School Psychology International, 25(4), 422-438. Samuels, M.T. (2000). Assessment of post-secondary students with learning difficulties: Using dynamic assessment in a problem-solving process. In C.S. Lidz & J.G. Elliott (Eds.). Dynamic assessment: Prevailing models and applications (pp. 521-542). Amsterdam:JAI/Elsevier Science. Samuels, M. (2005). Guest editorial: Assessment of postsecondary students: Why we should be using dynamic assessment. Journal of Cognitive Education and Psychology [online], 5, 1, 17-24. www.iacep.coged.org Samuels, M., Lamb, C., & Oberholtzer, L. (1992). Dynamic assessment of adults with learning difficulties. In H.C. Haywood & D. Tzuriel (Eds.), Interactive assessment (pp. 275-299. New York: Springer-Verlag. San Miguel, C.L. (1977). Learning potential approaches to the mentally retarded. Dissertation Abstracts International, 38 (1-B), 378-379. Savron, B.L. (1989). Modifying similarity thinking: Implications for the generalization of knowledge. International Journal of Dynamic Assessment & Instruction, 1(1), 27-47. Schack, T. & Guthke, J. (2003). Dynamic testing. International Journal of Sport and Exercise Psychology, 1(1), 40-60. Schardt, A., Whitten, C., & Gamlin, P.J. (1996). A walk in our moccasins: Applying dynamic approaches in a remote Native community. In M.G. Luther, E.Cole, et al. (Eds.). Dynamic assessment for instruction: From theory to application (pp. 316-325). Schevel, E-M (2008). Adaption der "Application of Cognitive Functions Scale (ACFS) fur den deutschen Sprachraum [Adaptation of the Application of Cognitive Functions Scale {ACFS} for German speakers]. Unpublished doctoral dissertation, Universitat Osnabruch, Germany. Schottke, H., Bartram, M., & Wiedl, K.H. (1993). Psychometric implications of learning potential assessment: A typological approach. In J.H.M. Hamers, K. Sijtsma & A.J.J.M. Ruissenaars (Eds.). Learning potential assessment: Theoretical, methodological, and practical issues (pp. 153-173). Amsterdam: Swets & Zeitlinger. Scissons, M.B.A. (1989). Dynamic assessment of learning potential of Indian adolescents in algebra. Unpublished Masters Thesis, University of Saskatchewan (Canada). Schlatter, C. (1994). Enseignement de la pensée inductive: une étude sur la variation des effets d'apprentissage selon le niveau d'explicité des aides. Mémoire de licence déposé à l'Université de Genève, FPSE, Section des Sciences de l'Education. Schlatter, C. (1999). Le Test d'Apprentissage de la Pensée Analogique. Fondation théorique et empirique d'un outil d'évaluation pour personnes présentant un retard mental modéré. Thèse de doctorat soutenue à l'Université de Genève, Faculté de Psychologie et des Sciences de l'Education. Schlatter, C. (en préparation). Efficacité de différents niveaux d’aides pour l’entraînement au raisonnement inductif. In F.P. Büchel (Ed.), Pensée inductive et handicap mental. Lucerne: SZH. Schlatter, C. & Buechel, F.P. (2000). Detecting reasoning abilities of persons with moderate mental retardation: The Analogical Reasoning Learning Test (ARLT). In C.S.Lidz J.G.Elliott (Eds.). Dynamic assessment: Prevailing models and applications (pp. 155-186). Amsterdam:Elsevier Science. Schlatter, C., Büchel, F.P., & Thomas, L. (1997). Test d'apprentissage de la pensée analogique pour adolescents handicapés mentaux modérés. Revue Francophone de la Déficience Intellectuelle, 8(1), 37-54. Schloss, P.J., Smith, M.A., Hoover, T., & Wolford, J. (1987). Dynamic criterion-referenced vocational assessment: An alternative strategy for handicapped youth. Diagnostique, 12(2), 74-86. Schneider, E. & Ganschow, L. (2000). Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language. Dyslexia, 6 (1), 72-82. Schottke, H., Bartram, M. & Wiedl, K.H. (1993). Psychometric implications of dynamic assessment: A typological approach. In J. Hamers, A. Ruijssenaars, & K. Sijtsma (Eds.). Learning potential assessment: Theoretical, methodological, and practical issues (pp. 153-174). Amsterdam: Swets & Zeitlinger. Sclan, S.G. (1987). Dynamic assessment and thought disorder in paranoid and nonparanoid schizophrenic patients. Dissertation Abstracts International, 47(7-B), 3126. Seiverd, K.D. (1994). Dynamic assessment vs. traditional intelligence assessment in low-achieving minority and nonminority children. Dissertation Abstracts International Section B: The Sciences & Engineering, 54(7-B), 3865. Seok-Hoon, A.S. (2001). Parental involvement in child assessment: A dynamic approach. Paper presented at the Australian Association for Research in Education International Conference (Fremantle,Western Australia; December 2-6). ED463876 Seok-Hoon Seng, A., Kwee-Hoon Pou, L., & Tan, O-S (Eds.) (2003). Mediated learning experience with children: Applications across contexts. Singapore: McGraw-Hill Education (Asia) [mghasia@mcgraw-hill.com] Serena, V.M. & Stefano, T. (no date). The concept of the zo-ped in the perspective of a concrete application: The evaluation of the obtained results. online: http://psych.hanover.edu/vygotsky/veggetti.html Sergi, M.J. Kern, R.S., Mintz, J. & Green, M.F. (2005). Learning potential and the prediction of work skill acquisition in schizophrenia. Schizophrenia Bulletin, 31, 67-72. Sewell, T.E. (1987). Dynamic assessment as a nondiscriminatory procedure. In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 426-443). New York: Guilford. Shaller, G. (2006). Teaching and tracking emergent literacy instruction in Head Start. Dissertation Abstracts International: Section B: The Sciences and Engineering, 67 (2-B), 1168.   Shamir, A. & Lazerovitz, T . (2007). Peer mediation intervention for scaffolding self-regulated learning among children with learning disabilities. European Journal of Special Needs Education, 22(3), 255-273.   Shamir, A., & Tzuriel, D. (in press). Children’s mediational teaching style as a function of intervention for cross-age peer-mediation. School Psychology International. Shaughnessy, M.F. (2004). An interview with Joe Elliott and Carol Lidz. North American Journal of Psychology, 6(2), 349-360. Shepard, L.A. (2000). The role of assessment in a learning culture. Educational Researcher, 29 (7), 4-14. Shrestha, P. (in progress). Dynamic assessment of academic writing among learners in open and distance education. Department of Languages Faculty of Education and Language Studies, The Open University, Walton Hall, Milton Keynes MK7 6AA, United Kingdom. Shu-Hsien, H., Ting-Ting, W., Hui-Chub, C. & Gwo-Jen, H. (2008). A decision tree approach to conducting dynamic assessment in a context-aware ubiquitous learning environment. Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education, (wmute 2008), pp. 89-94. Shurin, R. (1999). Concurrent and discriminant validity of a dynamic assessment procedure with special needs and typical preschool children. Master's thesis: Touro College, New York, NY. ED435681 Sijtsma, K. (1993a). Psychometric issues in learning potential assessment. In J.H.M. Hamers, K. Sijtsma, et al. (Eds.). Learning potential assessment: Theoretical, methodological and practical issues (pp. 175-193). Lisse: Swets & Zeitlinger. Sijtsma, K. (1993b). Classical and modern test theory with an eye toward learning potental testing. In J.H.M. Hamers, K. Sijtsma et al. (Eds.). Learning potental assessment: Theoretical, methodological and practical issues (pp. 117-133). Lisse: Swets & Zeitlinger. Silverman, H. (1985). Dynamic cognitive assessment:An alternative to intelligence testing. Canadian Journal of Special Education, 1(1), 63-72. Skuy, M., Apter, A., Dembo, Y., Kaniel, S. & Tzuriel, D. (1992). Cognitive modifiability of adolescents with schizophrenia. Journal of Child Psychology and Psychiatry, 33, 583-589. Skuy, M., Kaniel, S. & Tzuriel, D. (1988). Dynamic assessment of intellectually superior Israeli children in a low socio-economic status community. Gifted Education International, 5, 90-96. Skuy, M. & Shmukler, D. (1987). Effectiveness of the Learning Potential Assessment Device for Indian and "colored" South Africans. International Journal of Special Education, 2, 131-149. Slenders, A.P.A.C. & Resing, W.C.M. (1994). Het leerpotentieel van allochtone moelijk lerende en basisschoolleerlingen. [The learning potential of ethnic minority children in primary education and in schools for children with severe learning difficulties]. In G. Kanselaar (Ed.). Onderwijsonderzoek in Nederland en Vlaanderen. Utrecht: Universiteit van Utrecht (pp. 64-66). Slenders, A.P.A.C. & Resing, W.C.M. (1997). Leerpotentieelonderzoek bij allochtone leerlingen: een eerst verkenning met de Leerpotentieeltest voor Inductief Redeneren. [Research on learning potential with children of ethnic minority groups: The Learning Potential Test for Inductive Reasoning]. Pedagogische Studien, 74, 183-196. Sloan, K.A. (1990). Task-relevant and task-irrelevant approaches to the assessment of learning potential. Dissertation Abstracts International, 51(4-A), 1172. Snell, M.E. (2002). Using dynamic assessment with learners who communicate nonsymbolically. AAC: Augmentive & Alternative Communication, 18(3), 163-176. Snow, R.E. (1990). Progress and propaganda in learning assessment. Contemporary Psychology, 35, 1134-1136.   Spector, J.E.(1992). Predicting progress in beginning reading: Dynamic assessment of phonemic awareness. Journal of Educational Psychology, 84, 353-363. Speece, D.L. & Cooper, D.H. (1990). Ontogeny of school failure: Classification of first-grade children American Educational Research Journal, 27, 119-140. Speece, D.L., Cooper, D.H., & Kibler, J.M. Dynamaic assessment, individual differences, and academic achievement. Learning & Individual Differences, 2(1), 113-127. Stanley, N.V. (1993). Gifted and the "zone of proximal development." Gifted Education International, 9(2), 78-81. Stanley, N.V. et al. (1995). Identification of gifted with the Dynamic Assessment Procedure (DAP). Gifted Education International, 10(2), 85-87. Sternberg, R.S. & Grigorenko, E.L. (2001). All testing is dynamic testing. Issues in Education, 7(2), 137-170. Sternberg, R.J. & Grigorenko, E.L. (2002a). Dynamic testing: The nature and measurement of learning potential. Cambridge (UK): University of Cambridge. Sternberg, R.J., Grigorenko, E.L., Birney, D.P., Fredine, N., Jarvin, L., & Jeltova, I. (2007). Dynamic instruction for and assessment of developing expertise in four ethnic groups (RM07226). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut. Sternberg, R.J., Grigorenko, E.L., Ngorosho, D., Tantufuye,E., Mbise, A., Nokes, C., Jukes, M., & Bundy, D.A. (2002). Assessment intellectual potential in rural Tanzanian school children. Intelligence, 30(2), 141-162. Summers, R. : in progress, Computer Mediated Dynamic Assessment: Toward an Online Model of Dialogic Engagement, Unpublished doctoral dissertation, University of South Florida.
Ramey, C.T. & MacPhee, D. (2006). A new paradigm in intellectual assessment? PsychCRITIQUES. Rand, Y. & Kaniel, S. (1987). Group administration of the LPAD. In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 196-214). New York: Guilford. Raykov, T., Baltes, M.,Neher, K., & Sowarka, D. (2002). A comparative study of two psychometric approaches to detect risk status for dementia. Gerontology, 48, 185-193. Razzaq, L., Feng, M., Nuzzo-Jones, G., Hefferman, K., Koldinger, K., Junker, B., Ritter, S., Knight, A., Mercado, E., Turner, T.E., Upalekar, R., Walonoski, J.A., Macasek, M.A., Aniszczyk, C., Choksey, S., Livak, T., & Rasmussen, K. (2005). Blending assessment and instructional assisting. In C.K. Looi, G. McCalla, B. Bredewig, & J.B. Bruker (Eds.) Proceedings of the 12th Artificial Intelligence In Education [Conference], 555-562. Amsterdam: ISO Press. http://www.assistment.org/portal/project/papers/AIED2005/ mainAIED.pdf Reder, L.M. & Schunn, C.D. (1999).Bringing together the psychometric and strategy worlds: Predicting adaptivity in a dynamic task. In D. Gopher & A. Koriat (Eds.). Attention and performance XVII: Cognitive regulation of performance: Interaction of theory and application. Attention and performance (pp. 315-342). Cambridge, MA: MIT Press. Rees, R.J. & Storry, C.J. (1996). Static and dynamic assessment practices after head injury. Brain Injury, 10(4), 247-257. Rempfer, M., Hamera, E., Brown, C. & Bothwell, R.J.(2006). Learning proficiency on the Wisconsin Card Sorting Test in people with serious mental illnesss: What are the cognitive characteristics of good learners? Schizophrenia Research, 87, 316-322. Reschly, D.J. & Robinson-Zañartu, C. (2000). Aptitude tests in educational classification and placement. In G. Goldstein & M. Hersen. Handbook of psychological assessment (3rd edition) (pp. 183-201). Boston: Allyn & Bacon. Resing, W.C.M. (1990). Intelligentie en leerpotentieel. Een onderzoek naar het leerpotentieel van jonge leerlingen uit het basis-en speciaal onderwijs. [Intelligence and learning potential. A study on the learning potential of young children from primary schools and special education]. Academisch proefschrift. Lisse: Swets & Zeitlinger (pp. 1-239). Resing, W.C.M. (1991). Leerpotentieel en de predictie van school prestaties. [Learning potential and the prediction of school success.] In B.H.A.M. van Hout-Woleters & L.F.W. de Klerk (Eds.). Onderwijsleerprocessen. Cognitie en motivatie. Amsterdam: SCO (pp. 163-172). Resing, W.C.M. (1993a). Measuring inductive reasoning skills: The construction of a learning potential test. In J.H.M. Hamers, K. Sijtsma, & A.J.J.M. Ruijssenaars (Eds.), Learning potential assessment. Theoretical, methodological and practical issues. Amsterdam/Berwyn P.A.: Swets & Zeitlinger Inc. (p. 219-241). Resing, W.C.M (1993b). Leerpotentieelonderzoek: een bijdrage aan de diagnostiek van jonge kinderen met leesproblemen. [Research on learning potential: A contribution to the diagnostic process for young children with reading problems]. In E.J.M. van Aarle & K. Henneman. Dyslexie '92. Lisse: Swets & Zeitlinger (pp. 39-51). Resing, W.C.M. (1993c). Leerpotentieel en intelligentie: twee zijden van een medaille? [Learning potential and intelligence: Two sides of the same coin?] In E.H. Rodigas & C.E.H.E. Veraart (Eds.). Zorgbreedte. Heerlen: OBC/CRO/PABO (pp. 30-38). Resing, W.C.M. (1995a). Niet wat je weet, maar wat je kunt leren. [Not what you know, but what you can learn]. Psychologie, 14, juli/auagustus, 37-39. Resing, W.C.M. (1995b). Leerpotentieelonderzoek in het special onderwijs: een aanvulling op het onderzoek met de RAKIT. {Learning potential research in special education: New data with the RAKIT]. In Nieuwe ontwikkelingen in de psychodiagnostiek (pp. 81-103). Jubileumuitgave van de Vereniging voor Psychodiagnostisch Werkenden, Oktober, 1995. Rijswijk: RS Drukkerij. Resing, W.C.M. (1996). Untersuchung zur Lernfahigkeit bei Kindern: Die Auswirkungen eines metakognitiven induktiven Denktrainings. [Research on learning potential in children: The effect of metacognitive training in inductive thinking]. Zeitschrift für Entwicklungspsychologie und Padagogische Psychologie, 28 Heft 1, 33-53. Resing, W.C.M. (1997a). Learning potential assessment: the alternative for measuring intelligence? Educational and Child Psychology, 14, 68 – 82. Resing, W.C.M. (1997b). Intelligentie, leren en leerpotentieel. Meer van hetzelfde? [Intelligence, learning and learning potential. Are they all the same?] In W. Tomic & H.van der Molen (Eds.). Intelligentie en sociale competentie. Lisse: Swets & Zeitlinger (pp. 301-323). Resing, W.C.M. (1997c). Leerpotentieel onderzoek: wat is de meerwaarde? [Assessing learning potential: Does it have a surplus value?] In T. Engelen-Snaterse & R. Kohnstamm (Eds.). Kinder- en Jeugdpsychologie. Trends. Lisse: Swets & Zeitlinger (pp. 283-303). Resing, W.C.M. (1998). Intelligence and learning potential: Theoretical and research issues. In J. Kingma & W. Tomic (Eds.), Conceptual issues in research on intelligence. Vol.5 of Advances in cognition and educational practice (series editor: J.S. Carlson). Stamford, Connecticut: JAI Press. (227 - 259). Resing, W.C.M. (2000). Assessing the learning potential for inductive reasoning in young children. In C.S. Lidz & J. Elliott (Eds.), Dynamic assessment: Prevailing models and applications, Vol. 6 (pp. 229-262). Advances in cognition and educational practice (series editor: J.S. Carlson). Oxford: Elsevier Inc. Resing, W.C.M. (2001). Beyond Binet: All testing should be dynamic testing. Issues in Education, 7, 221-231. Resing, W.C.M. (2006). Using children's 'ability to learn' in diagnosis and assessment. Educational & Child Psychology, 23(3), 6-11. Resing, W.C.M., deJong, F.M., Bosma, T., & Tunteler, E. (2009). Learning during dynamic testing: Variability in strategy use by indigenous and ethnic minority children. Journal of Cognitive Education and Psychology, 8(1), 22-37. Resing, W.C.M. & Drenth, P.J.D. (2007). Intelligentie: Weten en meten [Intelligence: Knowing and measuring]. Amsterdam: Uitgeverij Nieuwezijds. Resing, W.C.M. & Hessels, M.G.P. (2001). Het meten van de cognitieve mogelijkheden en het schoolgedrag van allochtone leerlingen. [Measuring the cognitive potential and the school behavior of ethnic minority children]. In N. Bleichrodt & F. Van de Vijver (Eds.). Diagnostiek voor allochtonen. Mogelikheden en beperkingen van psychologische tests. Lisse: Swets & Zeitlinger (pp. 89-118). Resing, W.C.M., & Hessels, M.G.P. (2000, in press). The assessment of cognitive abilities of minority children [Het testen van cognitieve vaardigheden bij allochtone kinderen]. In N. Bleichrodt & F.J.R. van de Vijver (Eds.), Het gebruik van psychologische tests bij allochtonen: problemen en remedies. Lisse: Swets & Zeitlinger. Haarlem: De Vrieseborch Resing, W.C.M. & Roth-Van der Werf, G.J.M. (2001). Inductive reasoning: The relationship between learning potential assessment and cognitive training. In F. Oser & U. Baetz (Eds.). Bridging the gap between learning and instruction. Abstracts of the 9th European Conferene on Learning and Instruction, Pp. 259-260. Aachen, Mainz. Resing, W.C.M., & Roth-Van der Werf, G.J.M. (2002). Learning potential assessment and cognitive training in inductive reasoning: emergent relationship? In: G.M. Van der Aalsvoort, W.C.M. Resing & A.J.J.M. Ruijssenaars (Eds.), Advances in Cognition and Educational Practice Volume 7. Learning Potential Assessment and Cognitive Training (p.175-208). New York: Elsevier Science Ltd. Resing, W.C.M., & Roth-Van der Werf, G.J.M. (2003/ in press). The emperor’s new clothes: Testing the theory behind a cognitive training program. Educational and Child Psychology. Resing, W.C.M., Ruijssenaars, A.J.J.M., & Bosma, T. (2002). Dynamic assessment: using measures for learning potential in the diagnostic process. In: G.M. Van der Aalsvoort, W.C.M. Resing & A.J.J.M. Ruijssenaars (Eds.), Advances in Cognition and Educational Practice Volume 7. Learning Potential Assessment and Cognitive Training (p.29-64. New York: Elsevier Science Ltd. Resing, W.C.M., Tunteler, E., Roig, I., Elliott, J.G., Van Herk, R., & Verhaegh, J. (in prep). Dynamically testing inductive reasoning abilities. The use of a tangible table in a learning-while-testing situation. Resing, W.C.M., Verhaegh, J., Hart de Ruiter, E., Tunteler, E., Fontijn, W., & Elliott, J.G. (in prep.). Dynamic testing while learning: The use of tangible tables and scaffolding techniques in education. Resing, W.C.M. & Wijk, A.M. van (1996). Leerpotentieel: onderzoek bij allochtone leerlingen uit het basisonderwijs. [Learning potential: Research with ethnic minority children from mainstream education]. Tijdschrift voor Orthopedagogiek, 35, 432-444. Rey, A. (1934). D'un procédé pour évaluer l'éducabilité: Quelques applications en psychopathologie (On a procedure for evaluating educability: Some applications in psychopathology). Archives de Psychologie, 24(96), 298-337. Rey, A. (1991). L'évaluation de l'éducabilité cognitive (le test des plateaux). Issy-les-Moulineaux: Editions Scientifiques et Psychotechniques. Richards, T., Berninger, V., Nagy, W., Parsons, A., Field, K., & Richards, A. (2005).Brain activation during language task contrasts in children with and without dyslexia: Inferring mapping processes and assessing response to spelling instruction. Education and Child Psychology, 22(2), 62-80. Robaye, F. & Robaye, E. (1956). Détermination de la zone discriminative dans un test a item de difficulté croissante. Bulletin de Centre d'études de Recherches Psychotechinques, 2. Robinson, C.A. (1987a). The Learning Potential Assessment Device (LPAD): Its role in the non-biased assessment of cognitive functioning. (Alternative Assessment Committee Report CASP). CASP Today, XXXVII, 3, 10-16. Robinson, C.A. (1987b). A rebuttal to Frisby. The LPAD back in perspective. CASP Today, XXXVII(2), 3-5. Robinson, C.A. (1987c). The Learning Potential Assessment Device: A non-biased assessment of cognitive functioning. An occasional paper. San Diego, CA: Policy Studies in Languages and Cross Cultural Education. Robinson, C.A. & Cook, V.J. (1990). Alternative assessment ecosystems and dynamic. NASP Communiqué, 18(5). Robinson-Zañartu, C. (1996). Serving Native American children and families: Considering cultural variables. Language, Speech, and Hearing Services in the Schools, 27(4), 373-384. Robinson-Zañartu, C.A. & Aganza, J.S. (2000). Dynamic assessment and sociocultural context: Assessing the while child. In C.S. Lidz and J.G. Elliott (Eds.). Dynamic assessment: Prevailing models and applications (pp. 443-487. Amsterdam: JAI/Elsevier. Robinson-Zañartu, C. & Campbell, L. (2000). Developing scientific minds: The use of mediated thinking and learning to facilitate enhanced student outcomes. The California School Psychologist, 5, 33-42. Robinson-Zañartu, C. & Reschly, D. (1997). Evaluacion de las aptitudes (Evaluation of aptitudes) in G. Buela-Casal (Ed.). Manual de evaluacion psicologica (Handbook of psychological evaluation). Madrid , España: Siglo XXI de Expaña. Rodger, S., Daley, E., Hughes, K.& Ziviani, J. (2005). Dynamic Occupational Therapy Cognitive Assessment for Children: Perceived utility in Australian occupational therapy practice. Australian Occupational Therapy Journal, 52(4), 337-349. ROBLES, M.A. Y CALERO, M.D. La Evaluación del potencial de aprendizaje para la lectura en niños con síndrome Down. Siglo Cero, 2003, 34 (2)15-25. Rodriguez-Arocho, W.C.(1989). La zona de desarrollo proximo y su importancia en la evaluacion de destrezas de pensamiento [The zone of proximal development and its importance in the evaluation of thinking skills]. In A. Villarini & A. Rios (Eds.), Ponencias del Primer Encuentro sobre la Investigacion y la Enseoanza Orientada al Desarrollo de Destrezas de Pensamiento (pp. 309-314). Universidad de Puerto Rico: Centro para el Fortalecimiento de la Docencia. Rothman, H.R.& Semmel, M.I. (1990). Dynamic assessment: A comprehensive review of literature. In R. Gaylord-Ross (Ed.). Issues and research in special education, Volume 1. Teachers College Press Special Education Series (pp. 355-386). New York: Teachers College Press. Roth-van der Werf, G.J.M., Resing, W.C.M., & Slenders, A.P.A.C. (2002). Task similarity and transfer of an inductive reasoning training. Contemporary Educational Psychology, 27, 296-325. Roybal-Benson, C.W. (2007). Becoming phonemically aware: A study on the role of assistance in language learning. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68 (3-A), 933. Ruijssenaars, A.J.J.M., Castelijns, J.H.M., & Hamers, J.H.M. (1993). The validity of learning potential tests. In J.H.M. Hamers, K. Sijtsma, et al. (Eds.). Learning potential assessment: Theoretical, methodological and practical issues (pp. 69-82). Lisse: Swets & Zeitlinger. Rumley, L. (2007). Etude de la validité prédictive d'un test d'apprentissage: Le HART [Study of the predictive validity of a learning test: The HART]. Unpublished master's thesis, University of Geneva. Rutland, A. & Campbell, R. (1995). The validity of dynamic assessment methods for children with learning difficulties and nondisabled children. Journal of Cognitive Education, 5(1), 81-94. Rutland, A.F. & Campbell, R.N. (1996). Relevance of Vygotsky's teory of the 'zone of proximal development' to the assessment of children with intellectual disabilities. Journal of Intellectual Disability Research, 40(2), 151-158. Ryba, K. (1998). Dynamic assessment and programme planning for students with intellectual disabilities. New Zealand Journal of Psychology, 27(2), 3-10. Ryder, M.G. (1994). An analysis of the effects of motivational components on performance during a dynamic assessment procedure. Dissertation Abstracts International, 55-08, section A,2356.	Stevens, G.P. (1993). Differential dynamic assessment of reading: An alternative to traditional reading assessment. Dissertation Abstracts International, 54 (6-A), 2106. Stoffers, L.M., Hamers, J.H.M., Hessels, M.G.P., & Van Luit, J.E.H. (1989). Third Interim report of the project Learning potential test for Ethnic Minorities Derde Interimverslag van het project Leertest voor etnische Minderheden]. Utrecht: Rijksuniversiteit Utrecht. Stott, D.H. (1987). Relating learning styles to learning capability. In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 215-236). New York: Guilford. Stringer, P. (2004). The dynamic assessment of cognitive modifiability. The Learning Propensity Assessment Device: Theory, instruments and techniques. British Journal of Educational Psychology, 74(4), 634-635. Stringer P., Elliott, J. & Lauchlan, F. (1996) 'Dynamic assessment and its potential for educational psychologists: Part 2 - The Zone of Next Development? Educational Psychology in Practice, 12(4), 234-239. Stubbe Kester, E., Peña, E., & Gillam, R. (2001). Outcomes of dynamic assessment with culturally and linguistically diverse students: A comparison of three teaching methods. Journal of Cognitive Education and Psychology. 2, 42-59. Summers, R. (in progress). Computer Mediated Dynamic Assessment: Toward on online model of dialogic engagement. Unpublished doctoral dissertation. University of South Florida, Florida. Supancheck, P.M. (1990). Effects of a dynamic assessment approach with developmentally delayed children. Dissertation Abtracts International, 51(2-A), 462. Swanson, H.L. (1992). Generality and modifiability of working memory among skilled and less skilled readers. Journal of Educational Psychology, 84, 473-488. Swanson, H.L. (1994). The role of working memory and dynamic assessment in the classification of children with learning disabilities. Learning Disabilities Research & Practice, 9(4), 190-202. Swanson, H.L. (1995a). Using the cognitive processing test to assess ability: Development of a dynamic assessment measure. School Psychology Review, 24, 672-693. Swanson, H.L. (1995b). Effects of dynamic testing on the classification of learning disabilities: The predictive and discriminant validity of the Swanson-Cognitive Processing Test. Journal of Psychoeducational Assessment, 13(3), 204-229. Swanson, H.L. (1995c). Swanson-Cognitive Processing Test (S-CPT). Austin, TX: Pro-Ed. Swanson, H.L. (1995d). Using the Cognitive Processing Test to assess ability: Development of a dynamic measure. School Psychology Review, 24, 672-693. Swanson, H.L. (2000). Swanson-Cognitive Processing Test: Review and applications. In C.S. Lidz and J.G. Elliott (Eds.). Dynamic assessment: Prevailing models and applications (pp. 71-107. Amsterdam: JAI/Elsevier. Swanson,H.L. (2005). Children with reading disabilities: Does dynamic assessment help in the classification? Learning Disability Quarterly, 28 (1). Swanson, H.L. & Howard, C.B. (2005. Children with reading disabilities: Does dynamic assessment help in the classification? Learning Disability Quarterly, 28(1), 17-34. Swanson, H.L. & Lussier, C.M. (2001). A selective synthesis of the experimental literature on dynamic assessment. Review of Educational Research, 71(2), 321-363. Symons, S.E. & Vye, N.J. (1986). Instructional components of the Annual Meeting of the American Educational Research Association (67th, San Francisco, CA, April 16-20). ED276771 Tanner, H. & Jones, S.(2002). Assessing children's mathematical thinking in practical modelling situations. Teaching Mathematics and Its Applications, 21 (4), 145-159. Tatik, T. (2000). A concurrent validity study between the Application of Cognitive Functions Scale and the Leiter-Revised International Performance Test. Master's thesis; Touro College, New York, NY. ED445033 Taylor, R.M. (1983). Evaluation of direct instruction Follow Throughusing a learning potential assessment instrument. Dissertation Abstracts International, 43(9-A), 2917-2918. Taylor, T.R. (1994). A review of three approaches to cognitive assessment, and a proposed integrated approach based on a unifying theoretical framework. South African Journal of Psychology, 24(4), 184-193. Tellegen, P.J. & Laros, J.A. (1993). The Snijders-Oomen nonverbal intelligence tests: General intelligence tests or tests for learning potential? In J.H.M.Hamers, K. Sijtsma, et al. (Eds.). Learning potential assessment: Theoretical, methodological and practical issues (pp. 267-283). Lisse: Swets & Zeitlinger.   Tenner, A. (2008). Dynamic assessment of word attack skill in phonologically disabled readers. Dissertation Abstracts International, Section A: Humanities and Social Sciences, 69 (5-A), 1719.   Thorpe, P.K. (1998). A hierarchical linear modeling approach towards the dynamic assessment of mathematical conceptual learning. Dissertation Abstracts International: Section B: The Sciences & Engineering, 59(6-B), 3101. Thurman, S.K. & McGrath, M.C. (2008). Environmentally based assessment practices: Viable alternatives to standardized assessment for assessing emergent literacy skills in young children. Reading & Writing Quarterly: Overcoming Learning Difficulties, 24(1), 7-24. Tissink, J., Hamers, J.H.M.,& Van Luit, J.E.H. (1993). Learning potential tests with domain-general and domain-specific tasks. In J.H.M. Hamers, K. Sijtsma, et al. (Eds.). Learning potential assessment: Theoretical, methodological and practical issues (pp. 243-266). Lisse: Swets & Zeitlinger. Toglia, J.M. (2004). Dynamic assessment and unilateral neglect. Dissertation Abstracts International Section A: Humanities & Social Sciences, 65(4-A), 1336. Topping, K. & Fisher, A.M. (2003). Computerized formative assessment of reading comprehension: Field trials in the UK. Journal of Research in Reading, 26(3), 267-279. Tsuei, M.P. (2008). A web-based curriculum-based measurement system for class-wide ongoing assessment. Journal of Computer Assisted Learning, 24(1), 47-60. Tunteler, E. & Resing, W.C.M. (2007). Effects of prior assistance in using analogies on young children's unprompted analogical problem solving over time: A microgenetic study. British Journal of Educational Psychology, 77, 43-68. Tupper, D.E. (1984). The dynamic assessment of learning potential in cognitive rehabilitation. INS Bulletin, November, p. 49. Tzuriel, D. (1989). Inferential cognitive modifiability in young socially disadvantaged and advantaged children. International Journal of Dynamic Assessment and Instruction, 1, 65-80. Tzuriel, D. (1992). The dynamic assessment approach: A reply to Frisby and Braden. Journal of Special Education, 26, 302-324. Tzuriel, D. (1996a). Mediated learning experience in free-play versus structured situations among preschool low- medium- and high-SES. Child Development and Care, 126, 57-82. Tzuriel, D. (1996b). Inferential thinking modifiability in young socially disadvantaged and advantaged children. In M.G. Lother, E. Cole et al. (Eds.). Dynamic assessment for instruction: From theory to application (pp. 146-157). North York, ON:Captus. Tzuriel, D. (1997). A novel dynamic assessment approach for young Children: Major dimensions and current research. Educational and Child Psychology, 14, 83-102. Tzuriel, D. (1998a). Cognitive modifiability: The dynamic assessment of learning potential (in Hebrew), Tel-Aviv: Sifriat Poalim. Tzuriel, D. (1998b). Seria-Think Instrument. Instruction manual. Ramat Gan, Israel: Bar-Ilan University School of Education. Tzuriel, D. (Ed.) (1999a) Mediated learning experience: Theory, research, and applications (in Hebrew). Haifa: Ach Press, Oranim College, and the International Center for Enhancement of Learning Potential (ICELP). Tzuriel, D. (1999b). Parent-child mediated learning transactions as determinants of cognitive modifiability: Recent research and future directions, Genetic, Social, and General Psychology Monographs, 125, 109-156. Tzuriel, D. (2000a). Dynamic assessment of young children: Educational and intervention perspectives. Educational Psychology Review. 12, 385-435. Tzuriel, D. (2000b). The Seria-Think instrument: A novel measure for assessment and intervention in seriational-computational domain. School Psychology International, 20, 173-190. Tzuriel, D. (2000c). The Cognitive Modifiability Battery(CMB): Assessment and intervention. In C.S. Lidz & J.G. Elliott (Eds.). Dynamic assessment:Prevailing models and applications (pp. 375-406). Amsterdam: JAI/Elsevier Science. Tzuriel, D. (2000d). Developmental perspectives of mediated learning experience theory. In A.Kozulin & Y. Rand (Eds.). Experience of mediated learning:An impact of Feuerstein's theory in education and psychology (pp. 217-239). Elmsford,NY: Pergamon. Tzuriel, D. (2001a). Dynamic assessment is not dynamic testing. Issues in Education, 7, 237-249. Tzuriel, D. (2001b). Dynamic assessment of young children, New York: Kluwer Academic/Plenum Press. Tzuriel, D. (2001c). Dynamic assessment of learning potential. In J.J.W. Andrews, D.H. Saklofske, et al.(Eds.). Handbook of psychoeducational assessment:Ability, achievement, and behavior in children (pp. 451-496). San Diego,CA: Academic Press. Tzuriel, D. (2003a). Foundations of dynamic assessment of young children. In A. Seok-Hoon Seng, L. Kwee-Hoon Pou, & O-S Tan (Eds.). Mediated learning experience with children: Applications across contexts (pp. 173-188). Singapore: McGraw-Hill Education (Asia) [mghasia@mcgraw-hill.com] Tzuriel, D. (2003b). Dynamic assessment measures for young children. In A. Seok-Hoon Seng, L. Kwee-Hoon Pou, & O-S Tan (Eds.). Mediated learning experience with children: Applications across contexts (pp. 189-208). Singapore: McGraw-Hill Education (Asia) [mghasia@mcgraw-hill.com] Tzuriel, D. (in press). Dynamic assessment of learning potential. Encyclopedia of Education. New York: McMillan Press.   Tzuriel, D. (2007). Transfer effects of teaching conceptual versus perceptual analogies. Journal of Cognitive Education and Psychology, 6(2), 194-217.   Tzuriel, D. & Alfassi, M. (1994). Cognitive and motivational modifiability as a function of Instrumental Enrichment (IE) Program. Special Services in the Schools, 8, 91- 128. Tzuriel, D. & Caspi, N. (1992). Dynamic assessment of cognitive modifiability in deaf and hearing preschool children. Journal of Special Education, 26, 235-252.   Tzuriel, D. & Egozi, G. (2007). Dynamic assessment of spatial abilities of young childen: Effects of gender and task characteristics. Journal of Cognitive Education and Psychology, 6(2), 219-247.   Tzuriel, D. & Eiboshitz, Y. (1992). A Structured program for visual motor integration (SP-VMI) for preschool children. Learning and Individual Differences, 4, 103-124. Tzuriel, D. & Eran, Z. (1990). Inferential cognitive modifiability as a function of mother-child mediated learning experience (MLE) interactions among Kibbutz young children. International Journal of Cognitive Education and Mediated Learning, 1, 103-117. Tzuriel, D. & Ernst, H. (1990). Mediated learning experience and structural cognitive modifiability: Testing of distal and proximal factors by structural equation model. International Journal of Cognitive Education and Mediated Learning, 1, 119-135. Tzuriel, D. & Feuerstein, R. (1992). Dynamic assessment for prescriptive teaching. In H.C.Haywood & D. Tzuriel (Eds.), Interactive assessment. New York: Springer Verlag. Tzuriel, D. & Golinski, H. (1985). Teachers' social orientation and classroom achievements. British Journal of Subnormality, 9-18. Tzuriel, D. & Kaniel, S. (1993). Dynamic assessment of learning potential: Theoretical and empirical aspects and implications for education and treatment. Megamot: Behavior Research Quarterly, 33, 271-292. Tzuriel, D., Kaniel, S., Feuerstein,R., Eitan, T. & Ben-Schachar, N. (1991). Dynamic assessment, learning, and transfer abilities of Jewish Ethiopian immigrants in Israel. Mediated Learning Experience (ref?) Tzuriel, D., Kaniel, S., Kanner, E., & Haywood, H.C. (1999). The effectiveness of Bright Start program in kindergarten on transfer abilities and academic achievements. Early Childhood Research Quarterly, 114, 111-141. Tzuriel, D., Kaniel, S., Zeliger, M., Friedman, A.,& Haywood, H.C. (1998). Effects of the "Bright Start" program in kindergarten on use of mediated learning strategies and children’s cognitive modifiability. Child Development and Care, 143, 1-20. Tzuriel, D. & Kaufman, R. (1999). Mediated learning and cognitive modifiability: Dynamic assessment of young Ethiopian immigrants in Israel. Journal of Cross-Cultural Psychology, 30, 359-380. Tzuriel, D. & Klein, P.S. (1985). Analogical thinking modifiability in disadvantaged, regular, special education and mentally retarded children. Journal of Abnormal Child Psychology, 13, 539-552. Tzuriel, D. & Klein, P.S. (1987). Assessment the young child: Children's analogical thinking modifiability. In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 268-287). New York: Guilford. Tzuriel, D. & Samuels, M. T.(1988). Non-intellective factors in dynamic assessment. In R.M. Gupta & P. Coxhead (Eds.). Cultural diversity and learning efficiency: Recent developments in assessment (pp. 141-163). New York: St. Martin'a Press. Tzuriel, D. & Samuels. M.T. (2000). Dynamic assessment of learning potential: Inter-rater reliability of deficient cognitive functions, type of mediation, and non-intellective factors. Journal of Cognitive Education, 1, 1-23. Tzuriel, D., Samuels, M, & Feuerstein, R. (1988). Non-intellective factors in dynamic assessment.In R.M. Gupta & P. Coxhead (Eds.), Cultural diversity and learning efficiency. London: Macmillan. Tzuriel, D., & Shamir, A. (2002). The effects of mediation on seriational thinking modifiability in computer assisted dynamic assessment. Journal of Computer Assisted Learning, 18, 21-32.   Tzuriel, D. & Shamir, A. (2007). The effects of peer mediation with young children (PMYC) on children's cognitive modifiability. British Journal of Educational Psychology, 77(1), 143-165.   Tzuriel, D. & Weiss, S. (1998). Cognitive modifiability as a function of mother-child mediated learning strategies, mothers’ acceptance-rejection, and children's personality. Early Development and Parenting, 7, 79-99. Tyler, A.A. (1996). Assessing stimulability in toddlers. Journal of Communication Disorders, 29(4), 279-297.
	Ukrainetz,T.A., Harpell, S., Walsh, C., & Coyle, C. (2000).A preliminary investigation of dynamic assessment with Native American children. Language, SPeech, & Hearing Services in Schools, 31(2), 142-154.   Uprichard, S., Kupshik, G., Pine, K, & Fletcher, B. (2009). Dynamic assessment of learning ability improves outcome prediction following acquired brain injury. Brain Injury, 23(4), 278-290.   Van der Aalsvoort, G.M. (2008). Review of dynamic assessment in practice: Clinical and educational applications. Journal of Cognitive Education and Psychology, 7(2), 293-295.    van der Aalsvoort, G.M. & Lidz, C.S. (2002). Reciprocity in dynamic assessment in classrooms taking contextual influences on individual learning into account. In G.M.van der Aasvoort, W.C.M. Resing, & A.J.J.M. Ruijssenaars (Eds.). Learning potential assessment and cognitive training: Actual research and perspectives in theory building and methodology (pp.111-144). Amsterdam: Elsevier Science. van der Aalsvoort, G.M., Resing, W.C.M., & Ruijssenaars, A.J.J.M.(2002a) (Eds.). Learning potential assessment and cognitive training: Actual research and perspectives in theory building and methodology. Amsterdam: JAI/Elsevier Science. van der Aalsvoort, G.M., Resing, W.C.M., & Ruijssenaars (2002b). New developments in learning potential and cognitive training. In: G.M. Van der Aalsvoort, W.C.M. Resing & A.J.J.M. Ruijssenaars (Eds.), Advances in Cognition and Educational Practice Volume 7. Learning Potential Assessment and Cognitive Training (p.1-8). New York: Elsevier Science Ltd. Van de Vijver, F.J.R. (1993). Learning potential assessment from a cross-cultural perspective. In J.H.M. Hamers, K. Sijtsma, et al. (Eds.). Learning potential assessment: Theoretical, methodological and practical issues (pp. 313-340). Lisse: Swets & Zeitlinger. Van Luit, J.E.H., Hamers, J.H.M., & Hessels, M.G.P. (1988). First Interim report of the project Learning potential test for Ethnic Minorities [Eerste Interimverslag van het project Leertest voor Etnische Minderheden]. Utrecht: ISOR, Rijksuniversiteit Utrecht. Verbeke, W., Hessels, M., & Van der Linden, D. (1996). Attributions and Consequences of Trust: An application in a Retail Setting. Discussion paper TI 96-102/6. Rotterdam: Tinbergen Institute. Verbeke, W., Hessels, M., & Volgering, M. (1996). Exploring the conceptual expansion within the field of organizational behavior: organizational climate and organizational culture. Discussion paper TI 96-150/6. Rotterdam: Tinbergen Institute. Vye, N.J., Burns, M.S., Delclos, V.R., & Bransford, J.D. (1987). A comprehensive approach to assessing intellectually handicapped children. In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 327-359). New York: Guilford. Vygotsky, L. (1978). Mind in society: The development higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. and Trans.) Cambridge, MA: Harvard University Press. (Original work published in 1955). Wade, K.M. & Haynes, W.O. (1989). Dynamic assessment of spontaneous language and cue responses in adult-directed and child-directed play: A statistical and descriptive analysis. Child Language Teaching and Therapy, 5 (2), 157-173. Waldorf, M., Wiedl, K.H., & Schottke, H. (2009). On the concordance of three reliable change indexes: An analysis applying the Dynamic Wisconsin Card Sorting Test. Journal of Cognitive Education and Psychology, 8(1), 63-80.  Walker, B.J. (1986). Diagnostic lessons as assessment. Paper presented at the Annual Meeting of the Plains National Conference of the International Reading Association (14th, Rapid City, SD, August 6-9). ED277976 Walker-Brown, P.A. (1987). Toward a dynamic assessment model for understanding literacy learning difficulties of adolescents. Case studies in a Mennonite high school. Dissertation Abstracts International, 48(3-A), 619. Watzke, S., Brieger, P., Kuss, O., Schoettke, H., & Wiedl,K.H. (2008). A longitudinal study of learning potential and rehabilitation outcome in schizophrenia. Psychiatric Services, 59, 248-255. Watzke, S., Brieger, P. & Wiedl, K.H. (2009). Prediction of vocational rehabilitation outcome in schizophrenia: Incremental prognostic validity of learning potential beyond basic cognitive performance. Journal of Cognitive Education and Psychology, 8(1), 52-62.  Weingartz, S., Wiedl, K.H. & Watzke, S. (2008). Dynamic assessment of executive functioning: (How) can we measure change? Journal of Cognitive Education and Psychology, 7(3). Wenke, R. J., Goozée, J.V., Murdoch, B.E., & LaPointe, L.L. (2006). Dynamic assessment of articulation during lingual fatigue in myasthenia gravis. Journal of Medical Speech-Language Pathology, 1491). 13-31. Wertsch, J.V. (2004). Dynamic testing as the future of mental assessment. Contemporary Psychology, 49(1), 91-93. Wiedl, K.H. (1980). Kompensatorische Interventionen im Rahmen intelligenzdiagnostisher Untersuchungen bei kognitiv impulsiven Kindern (Compensatory interventions during intelligence assessment with impulsive children). Zeitschrift fur Klinische Psychologie, 9 219-231. Wiedl, K.H. (1984). Lerntests: nur Forschungsmittel und Forschungsgegenstand? Zeitschrift fur Entwicklunspsychologie und Pedogogische Psychologie, 16, 245-281. Wiedl, K.H. (1999). Cognitive modifiability as a measure of readiness for rehabilitation. Psychiatric Services, 50(11), 1411-1413. Wiedl, K.H. (2001). Dynamic assessment of cognitive rehabilitation potential in schizophrenic persons and in elderly persons with and without dementia. European Journal of Psychological Assessment, 17(2), 112-119. Wiedl, K.H. (2003). Dynamic testing: A comprehensive model and current fiedls of application. Journal of Cognitive Education and Psychology [online], 3, 93-119. www.iace.coged.org   Wiedl, K.H. (2009). Editorial. Journal of Cognitive Education and Psychology, 8(1), 4.    Wiedl, K.H. & Bethge, H.J. (1983). Die Anpassung der aufgabenbezogenen Betrachtungszeit an variierende Aufgabenschwierigkeiten: deskriptive und veranderungsbezogone Analysen bei kognitiv impulsiven und reflexiven Kindern (Adapting inspection time of test items to item difficulty: Descriptive analyses and evaluation of change in impulsive and reflective children.) Zeitschrift fur Differentielle und Diagnostische Psychologie, 4, 67-77. Wiedl, K.H. & Carlson, J.S. (1985). The dynamic testing approach: Theoretical conceptions and practical applications. In G.d'Ydewalle (Eds.). Cognition, information processing, and motivation (pp. 891-890). Amsterdam: Elsevier Science. Wiedl, K.H. & Guthke, J. (im Druck). Dynamische Untersuchungsverfahren in der Personalauswahl (Dynamic assessment in the selection of personnel). In H. Holling & K.-C. Hamborg (Hrsg). Innovative Ansatze der Personal-und Organisationsentwicklung. Gottingen: Hogrefe. Wiedl, K.H., Guthke, J., & Wingenfeld, S. (1995). Dynamic assessment in Europe: Historical perspectives. In J.S. Carlson (Eds.). Advances in cognition and educational practice:European contributions to dynamic assessment (Volume 3, pp. 33-82). Greenwich, CT: JAI Press. Wiedl, K.H. & Herrig, D. (1978). Okologische Validitat und Schulerfolgsprognose im Lern-und Intelligenztest: eine exemplarische Studie (Ecological validity and the prediction of school performance with the help of a learning test vs. static intelligence test: An exemplary study.) Diagnostica, 24, 175-186. Wiedl, K.H. & Schottke, H. (1995). Dynamic assessment of selective attention in schizophrenic subjects: The analysis of intraindividual variablility of performance. In J.S. Carlson (Eds.). Advances in cognition and educational practice: European contributions to dynamic assessment (volume 3; pp. 185-203). Grenwich, CT: JAI Press. Wiedl, K.H.& Schottke, H. (2002a). Vorhersage des Erfolgs schizophrener Patienten in einem psychoedukativen Behandlungsprogramm durch Indikatoren des Veranderungspotentials im Wisconsin Card Sorting Test (Predicting schizophrenic patients' proficiency in a psychoeducation treatment program with the help of indicatorsof potential for change in the Wisconsin Card Sorting Test.). Verhaltenstherapie, 12, 90-96. Wield, K.H. & Schottke, H. (2002b). Ein modell zur Vorhersage des Rehabilitationserfolgs schizophrener Patienten (A prediction model for schizophrenic patients' success in rehabilitation). Vortrag auf der 43. Tagung der Deutschen Gesellschaft fur Psychologie in Berlin (Paper presented at the 43rd conference of the German Association of Psychology, Berlin).  Wiedl, K.H., Schoettke, H., & Calero, M.D. (2001). Dynamic assessment of cognitive rehabilitation potential in schizophrenic persons and in elderly persons with and without dimentia. European Journal of Psychological Assessment, 17(2), 112-119. Wiedl, K.H., Shottke, H., Green, M.F. & Neuchterlein, K.H.(2004). Dynamic testing in schizophrenia: Does training change the construct validity of a test? Schizophrenia Bulletin, 30(4), 703-711.  Wiedl, K.H., Wienobst, J., & Schottke, H. (2001). Estimating rehabilitation potential in schizophrenic subjects. In H.D. Brenner, W. Boker, & R Genner (Eds.). The treatment of schizophrenia-status and emerging trends (pp. 88-103). Bern: Hogrefe & Huber. Wiedl, K.H., Wienobst, J., Schottke, H., Green, M.F., & Neuchterlein, K.H. (2001). Attentional characateristics of schizophrenic patients differing in learning proficiency in the Wisconsin Card Sorting Test. Schizophrenic Bulletin, 27 (4), 687-695. Wiedl, K.H., WIenobst, J., Schottke, H., & Kauffeldt, S. (1999). Differentielle Aspekte kognitiver Remediation bei schizophren Erkankten auf der Grundlage des Wisconsin Card Sorting Test (Differential aspects of cognitive remediation with schizoprhenic persons using the Wisconsin Card Sorting Test.) Zeitschrift fur Klinishche Psychologie, 28(3), 214-219. Williams, R.H. & Zimmerman, D.W. (1996). Are simple gain scores obsolete? Applied Psychological Measurement, 20(1), 59-69. Willis, R.E. (1999). An evaluation of four remediation methods within computer-based instruction (intelligent tutoring). Dissertation Abstracts International: Section B: The Sciences & Engineering, 60 (4-B), 1882. Wingenfeld, S.A. (1992). Dynamic and neuropsychological assessment of the cognitive functioning of learning disabled and non-learning disabled adolescents. Dissertation Abstracts International, 52(11-B), 6102. Wood, K.D.(1988). Techniques for assessment students' potential for learning. Reading Teacher, 41(4), 440-447. Woods, K. & Farrell, P. (2006). Approaches to psychological assessment by educational psychologists in England and Wales. School Psychology International, 27(4), 387-404. Yeomans, J. (2008) Dynamic assessment practice: Some suggestions for ensuring follow up. Educational Psychology in Practice, 24(2), 105-114.    Yang, L., Krampe, R., & Baltes, P. (2006). Basic forms of cognitive plasticity extended into the oldest-old: Retest learning, age, and cognitive functioning. Psychology and Aging, 21, 372-378.  Yerle, A. (1992). Etude de la fidélité du potentiel d'apprentissage, mémoire de D.E.A. Paris: Université René Descartes, doc. miltig. Zaaiman,H., van der Flier, H., & Thijs, G.D. (2001). Dynamic testing in selection for an educational programme: Assessing South African performance on the Raven Progressive Matrices. International Journal of Selection & Assessment, 9(3), 258-269. Zambrana-Ortiz, N. (1992). La escala de experiencia de aprendizaje mediado (EAM): Un nuevo motodo para nuevos retos en la evaluacion dinamica de ninos/as [The scale of mediated learning experience: A method for new challenges in the dynamic assessment of boys and girls]. Revista Puertorriquena de Psicologia, 8, 177-208. Zeidner, M., Matthews, G., & Roberts, R.D. (2004). Intelligence theory, assessment, and research: The Israeli experience. In R.J. Sternberg (Ed.), International handbook of intelligence (pp. 212-247). New York: Cambridge University Press. Zeppuhar, M.E. (1999). Eliciting information about knowledge structures in persons with mental retardation through the use of dynamic assessment and prototype theory. Education and Training in Mental Retardation and Developmental Disabilities, 34(1), 99-109. Zhou, T-S. (1998). Dynamic assessment: Development and improvement on children's potential media-style learning. Taipei: Psychology Publisher. Zolezzi, S.A. (2002). The effectiveness of dynamic assessment as an alternative aptitude testing strategy. Dissertation Abstracts International Section A: Humanities & Social Sciences, 63 (1-A), 90.