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Elliott, J. (1993). Assisted assessment: If it is "dynamic" why is it so rarely employed? Educational & Child Psychology, 10(4), 48-58.

Elliott, J.G. (2000a). Dynamic assessment in educational contexts: Purpose and promise. In C.S. Lidz & J.G. Elliott (Eds.). Dynamic assessment: Prevailing models and applications (713-740). Amsterdam: JAI/Elsevier Science.

Elliott, J. (2000b). The psychological assessment of children with learning difficulties British Journal of Special Education, 27(2), 59-66

Elliott, J. (2002). All testing is dynamic: a response to Sternberg and Grigorenko. Issues in Education, 7(2), 185-191

Elliott, J. (2003). Dynamic Assessment in educational settings: realising potential. Educational Review, 55(1), 15-32.

Elliott, J.& Lauchlan, F. (1997) 'Assessing Potential - the search for the philosopher's stone?' Educational and Child Psychology, 14 (4), 6-16.

Elliott, J., Lauchlan, F. & Stringer P. (1996). Dynamic assessment and its potential for educational psychologists: Part 1 - Theory and Practice. Educational Psychology in Practice, 12(3), 24-32.

Elliott, J., Lidz, C.S.,& Shaughnessy, M.F. (2004). An interview wih Joe Elliott and Carol Lidz. North American Journal of Psychology, 6 (2), 349-360.

Embretson, S.E. (1987a). Improving the measurement of spatial aptitude by dynamic testing. Intelligence, 11, 333-358.

Embretson, S.E. (1987b). Toward development of a psychometric approach. In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 141-170). New York: Guilford.

Embretson, S.E. (1992). Measuring and validating cognitive modifiability as an ability: A study in the spatial domain. Journal of Educational Measurement, 29(1), 25-50.

Embretson, S.E. (2000). Multidimensional measurement from dynamic tests:Abstract reasoning under stree. Jultivariate Behavioral Rezearch, 35(4), 505-542.

Embretson, S.E. (2004). The second century of ability testing: Some predictions and speculations. Measurement and Interdisciplinary Research and Perspectives, 2(1), 1-32.

Embretson, S.E. & Prenovost, L.K. (2000). Dynamic
Cognitive testing: What kind of information is gained by measuring response time and modifiability? Educational and Psychological Measurement, 60 (6), 837-863.

Engelhardt, J.L. (1988). A comparison of static and dynamic assessment procedures and their relation to independent performance in preschool children. Dissertation Abstracts International, 48 (7-B), 2116.



ENUMO, S. R. F; CUNHA, A. C. B.; PEREIRA, K.; LEBRE, T. D. (2002). Comportamentos do mediador e da criança com deficiência visual na avaliação assistida de habilidades cognitivas (Behaviours of mediator and the visual impairment child in the dynamic assessment situation of cognitive abilities). Temas de Psicologia, São Paulo, Brasil, v. 10, p. 71-84, 2002.


Erben, Ban, T. R. and Summers, R.: 2008, Changing examination structures within a college of education: Issues of grading and the application of dynamic assessment in pre-service ESOL endorsement courses in Florida, in J. P. Lantolf and M. E. Poehner (eds.), Sociocultural theory and the teaching of second languages, London, Equinox.


Eszter, P. (2006). Assessment of learning disabilited elementary school children with The Cognitive Modifiability Battery. Erdelyi Pszichologiai Szemie, 7(3), 223-250.



Evans, J.L. (1996). Plotting the complexities of language sample analysis: Linear and nonlinear dynamical models of assessment. In K.N. Cole, P.S. Dale et al. (Eds.). Assessment of communication and language, Volume 6. Communication and language intervetnion series (pp. 207-256). Baltimore: P.H. Brookes.

Fabio, R.A. (1998). Gli indici dinamici nella misura delle abilita cognitive (Dynamic indexes in the measurement of cognitive ability). Eta Evolutiva, 59, 69-78.

Fabio, R.A. (1999). Costruzione di un test di misura dell'intelligenza potenziale (Construction of a test for the measurement of potential intelligence). Giornale Italiano di Psicologia, 1, 125-146.

Fabio, R.A. (2005). Dynamic assessmentof intelligence is a better reply to adaptive behavior and cognitive plasiticity. Journal of General Psychology, 132(1), 41-64.

Fabio, R.A. & Mancuso, G. (1995). La valutazione degli indici dinamici in bambini in eta prescolare (An evaluation of dynamic indexes in preschool children). Psicologia e Scuola, 76, 46-57.

Fabio, R.A. (2005). Dynamic assessment of intelligence is a better reply to adaptive behavior and cognitive plasticity.
Journal of General Psychology,January. Online: http://www.findarticles.com/p/articles/mi_m2405/is_1_132/
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Falik, L.H. & Feuerstein, R.S. (2005). A tanulasi potencial felmeresi eszkozenek (LPAD)jelenlegi allasa es fejlodese. Transylvanian Journal of Psychology (Erdelyi Pszichologiai Szemie), 6(1), 45-83. http:www.pszichologia.ro/english/title.htm

Feldhusen, J.F. & Jarwan, F.A. (2000). Dynamic assessment of gifted students. In K.A. Heller, F.J. Moenks et al. (Eds.). International handbook of giftedness and talent (2nd ed.). (pp. 271-327). New York: Elsevier Science.

Fenwick, R.J. (2000). Incorporating dynamic assessment in evaluation of adult learners. In T. Barer-Steiin (Ed.).
The craft of teaching adults. Published by Culture Concepts.

Fenwick, T.J. & Parsons, J. (1999). Using dynamic assessment in the social studies classroom. Canadian Social Studies, 34(1), 153-155.

FERNANDEZ-BALLESTEROS, R. Y CALERO, M.D.: “Coaching” is not “Training”. Issues in Education, 2001, 7 (2) 171-174.

Fernandez-Ballesteros, R. & Calero, M.D. (2000). The assessment of learning potential: The EPA instrument. In C.S. Lidz & J.G. Elliott (Eds.). Dynamic assessment: Prevailing models and applications (pp. 293-323). Amsterdam: JAI/Elsevier Science.


FERNÁNDEZ-BALLESTEROS, R. Y CALERO, M.D.- Training Effects on Intelligence of Older Persons. Archives of Gerontology and Geriatrics, 1995 (20), 135-148.


FERNANDEZ-BALLESTEROS, R. Y CALERO, M.D. Measuring Learning Potential. International Journal of Cognitive Education and Mediated Learning, 1993, 3 (1) 9- 20.

FERNÁNDEZ-BALLESTEROS, R. Y CALERO, M.D. Nuevos enfoques en la Medida de la Inteligencia: la evaluación del Potencial de Aprendizaje. En INTELIGENCIA Y COGNICION. Homenaje al Prof. YELA. Madrid, Ed. Complutense, 1992. Pgs. 567-590. ISBN: 84-7491-393-4

FERNÁNDEZ-BALLESTEROS, R., CALERO, M.D., CAMPLLONCH, J.M., Y BELCHI, J. EPA III: Evaluación del Potencial de Aprendizaje. Ed. TEA, Madrid, 2000. ISBN 84-7174-607-7

FERNÁNDEZ-BALLESTEROS, R., CALERO, M.D., CAMPLLONCH, J.M., Y BELCHI, J. EPA: Evaluación del Potencial de Aprendizaje. Ed. Mepsa, Madrid, 1987.

FERNÁNDEZ-BALLESTEROS, R., CALERO, M.D., CAMPLLONCH, J.M., Y BELCHI, J. EPA: Evaluación del Potencial de Aprendizaje. Tercera edición revisada y ampliada. Ed. Mepsa, Madrid, 1990.-8

FERNANDEZ-BALLESTEROS, R., JUAN-ESPINOSA, M. COLOM, R. Y CALERO, M.D.: Contextual and Personal Sources of Individual Differences in Intelligence: Empirical Results. En W. Tomic y J. Kingman (Eds.): Advances in Cognition and Educational Practice, vol. 4. N. York, JAI, 1997. Pgs. 221-274. ISBN: 0-7623-0105


Fernandez-Ballesteros, R., Zamarron, M.D., & Tarraga, L.
(2005). Learning potential: A new method for assessing cognitive impairment. International Psychogeriatrics, 17(1), 119-128.

Fernandez-Ballesteros, R., Zamarron, M.D., Tarraga, L., Moya, R., Iniguez, J. (2003). Cognitive plasticity in healthy, mild cognitive impairment (MCI) subjects and Alzheimer's disease patients: A research project in Spain.
European Psychologist, 8 (3), 148-159.

Feuerstein, R. (1968). The learning potential assessment device. In B.W. Richards (Ed.), Proceedings of the 1st Congress of the International Association for the Scientific Study of Mental Deficiency (pp. 562-565). Reigate (Surrey): M. Jackson.

Feuerstein, R. (1970a). Les differences de fonctionnement cognitif dans des groupes socio-ethniques differents. PhD. Thesis, Sorbonne, Paris.

Feuerstein, R. (1970b). A dynamic approach to the causation, prevention and alleviation of retarded performance. In H.C. Haywood (Ed.), Socio-cultural aspects of mental retardation (pp. 341-377). New York: Appleton-Century-Crofts.

Feuerstein, R. (1972). Cognitive assessment of the socioculturally deprived child and adolescent. In L.J. Cronbach & P. Drenth (Eds.). Mental tests and cultural adaption (pp. 265-275). Den Haag: Mouton.

Feuerstein. R. (1973). Cognitive assessment of the socioculturally deprived child and adolescent. In L.L. Cronbach & P. Drenth (Eds.), Mental tests and cultural adaptation (pp. 265-275). The Hague: Mouton.

Feuerstein, R. (1976). Dynamic assessment of cognitive modifiability in retarded performers. The Learning Potential Assessment Device. In B.B. Wolman (Ed.), International Encyclopedia of Neurology, Psychiatry, Psychoanalysis and Psychology, Section XII. New York.

Feuerstein, R. (1985). The importance of the role of assessment in successful integration programmes: A dynamic alternative to traditional psychometric approaches. Educational & Child Psychology, 2(3), 138-144.

Feuerstein, R., Falik, L, & Feuerstein, Ra. (1998). Feuerstein's LPAD. In R. Samuda (Ed.), Advances in Cross-cultural assessment. Thousand Oaks, CA: Sage.

Feuerstein, R. & Feuerstein, R.S. (2001). Is dynamic assessment compatible with the psychometric model? In A.S. Kaufman & N.L. Kaufman (Eds.). Specific learning disabilities and difficulties in children and adolescents: Psychological assessment and evaluation (pp. 218-246). New York: Cambridge University Press.

Feuerstein, R. & Feuerstein. S. (1991). Mediated learning experience: A theoretical review. In R. Feuerstein, P.S. Klein & A.J. Tannenbaum (Eds.). (1991). Mediated learning experience (MLE): Theoretical, psychosocial, and learning implications (pp. 3-51). London: Freund Publishing House, LTD.

Feuerstein, R., Feuerstein, R.S., Falik, L.H., & Rand, Y. (2002). The dynamic assessment of cognitive modifiability: The Learning Propsensity Assessment Device: Theory, instruments and techniques. Jerusalem: International Center for the Enhancement of Learning Potential.

Feuerstein, R., Feuerstein, R., & Gross, S.(1997). The Learning Potential Assessment Device. In D.P. Flanagan, J.L., Genshaft, & P. Harrison (Eds.). Contemporary intellectual assessment theories, tests, and issues (pp. 297-313). New York: Guilford.

Feuerstein, R., Haywood, H. C., Rand, Y., Hoffman, M. B., & Jensen, M. (1982). Examiner manuals for the Learning Potential Assessment Device. Jerusalem: Hadassah-WIZO-Canada Research Institute. (Revised 1983, 1984, 1986).

Feuerstein, R., Hoffman, M.B., Rand, Y., Jensen, M.R., Tzuriel, D. & Hoffman, D.B. (1986). Learning to learn: Mediated learning experiences and instrumental enrichment. Journal for Special Services in Schools, 3, 49-82.

Feuerstein, R., Hoffman, M.B., Rand, Y. & Miller, R.(1980).
Instrumental enrichment. Baltimore: University Park Press.

Feuerstein, R., Klein, P. & Tannenbaum, A.(1991). (Eds.),
Mediated Learning Experience. Theoretical, psychosocial, and learning implications. Tel Aviv and London: Freund.

Feuerstein, R., Kozulin, A., & Falik, L.H. (2005). Kulturalis kulonbsegek es kulturalis deprivacio tukrozodese as izraelbe bevandorolt etiop gyerekek dinamikus felmereseben. Transylvanian Journal of Psycholoogy (Erdelyi Pszichologiai Szemie), 6(1), 1-23. http://www.pszichologia.ro/english/title.htm

Feuerstein, R., Rand, Y. & Hoffman, M.B. (1979). The dynamic assessment of retarded performers: The learning potential assessment device: Theory, instruments, and techniques. Baltimore: University Park Press.

Feuerstein, R., Rand, Y., Jensen, M.R., Kaniel, S., &
Tzuriel, D. (1987). Prerequisites for assessment of learning potential. In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 35-51). New York: Guilford.

Feuerstein, R., Rand, Y., Jensen, M., Kaniel, S., Tzuriel, D., Ben-Shachar, N. & Mintzker, Y. (1986). Learning potential assessment. Special Services in the Schools, 2, 85-106.

Feuerstein, R. & Shalom, H. (1967). Methods of assessing the educational levelof socially and culturally disadvantaged children. Megamot, nos. 2-3, 177-187 (in Hebrew).

Feuerstein, R., & Shalom, H. (1968). The Learning Potential Assessment Device. In B.W. Richards (Ed.), Proceedings of the First Congress of the International Association for the Scientific Study of Mental Deficiency. Reigate, UK: Michael Jackson.

Feuerstein, R.S. (2000). Dynamic cognitive assessment and the instrumental enrichment program: Origins and development. In A. Kozulin & Y. Rand (Eds.). Experience of mediated learning: An impact of Feuerstein's theory in education and psychology (pp. 147-165). Elmsford, NY: Pergamon.

Ferriolli, S.H.T, Linhares, M.B.M., Loureiro, S.R., et al. (2001). Indicators of learning potential obtained through assisted assessment. Psicol. Reflex. Crit. [online], 2001, vol.14, php?script=sci_arttext&pid=S0102-78722001000100003&
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Flynn, S.A. (2005). A sociocultural perspective on an inclusive framework for the assessment of children with an autistic spectrum disorder within mainstream settings. Educational and Child Psycholog, 22(1), 40-50.



FONSECA, V., CUNHA, A. C. B., & ENUMO, S. R. F. (2002). O desenvolvimento cognitivo da criança com deficiência visual e suas perspectivas de avaliação: da abordagem padronizada à avaliação dinâmica (The cognitive development of visual impairment child and their evaluation perspectives: from static to dynamic assessment). Revista de Educação Especial e Reabilitação, Lisboa, Portugal, v. 9, n. 1-2, p. 75-91.

Freeman, L. & Miller, A. (2001). Norm-referenced, criterion-referenced, and dynamic assessment: What exactly is the point? Educational Psychology in Practice, 17 (1), 3-16.

Friedle, R.E. (1986). Assessment of learning potential using a modified version of the Coloured Progressive Matrices. Dissertation Abstracts International, 47(6-B). 2667.

Frisby, C.L. & Braden, J.P. (1992). Feuerstein's dynamic assessment approach: A semantic, logical, and empirical critique. Journal of Special Education, 26(3), 281-301.



Fuchs, D.& Fuchs, L.S. (2006). Introduction to Response to Intervention: What, why, and How valid is it? Reading Research Quarterly, 41(1), 93-99.

Fuchs, D., Fuchs, L.S., Compton, D.L., Bouton, B., Caffrey, E., & Hill, L. (2007).
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Gamlin, P.J.(1989). Issues in dynamic assessment/instruction. International Journal of Dynamic Assessment & Instruction, 1(1), 13-25.

Gamlin, P.J. (1996). Issues in dynamic assessment/instruction. In M.G. Luther, E.Cole, et al. (Eds.). Dynamic assessment for instruction: From theory to application (pp. 79-87). North York, ON: Captus.

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Gamlin, P.J. & Koo, K-H (1996). The Similarity Thinking Instrument (STI): An assessment of generalization skills in Korean, Korean-Canadian and Canadian children. In M. G. Luther, E. Cole, et al. (Eds.). Dynamic assessment for instruction: From theory to application (pp. 103-126). North York, ON: Captus.

Garcia, M.D.C. (2004). Validez de la evaluacion del potencial de aprendizaje. Psicothema, 16(2), 217-222.

Garner, B.K. (1992). Dynamic assessment and mediation of the cognitive structures of elementary students studies. Dissertation Abstracts International, 53(2-A), 474.

Gediga, G. & Wiedl, K.H. (1996). Veranderungsmessung in der Dynamischen Testdiagnostic (Measurement of change in dynamic testing). In J. Guthke & K.H. Wiedl. Dynamisches Testen. Zur Psychodiagnostik der intraindividuallen Variabilitat (pp. 338-399). (Dynamic testing. The psychodiagnosis of intraindividual variability). Gottingen: Hogrefe.

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Gerber, M.M. (2000). Dynamic assessment for students with learning disabilities: Lessons in theory and design. In C.S. Lidz & J.G. Elliott (Eds.). Dynamic assessment: Prevailing models and applications (pp. 263-292). Amsterdam: JAI/Elsevier Science.

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Glaspey, A.M. & Stoel-Gammon, C (2005). Dynamic assessment in phonological disorders: The Scaffolding Scale of Stimulability. Topics in Language Disorders, 25(3), 220-230.



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Guthke, J. & Wiedl, K.H.(1996). Dynamisches testen: Zur psychodiagnostik der intraindividuallen variabilitat. Grundlagen, verfaheren und anwendungsfelder. Gottingen: Hogrefe-Verlag für psychologie.

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Gutierrez-Clellan, V.F. (2000). Dynamic assessment: An approach to assessing children's language-learning potential. Seminars in Speech and Language, 21 (3), 215-222.

Gutierrez-Clellan, V.F., Brown, S., Robinson-
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Gutierrez-Clellen, V. F., & Peña, E. (2001). Dynamic assessment of diverse children: A tutorial. Speech-Language-Hearing Services in Schools. 32(4),212-224.

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