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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.


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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).
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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).

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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.


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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.


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. (2007, submitted). Exploring a meta-theoretical framework for dynamic assessment and intelligence. Unpublished doctoral dissertation, University of Pretoria, South Africa.


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.


Nigam, R. (2001). Dynamic assessment of graphic symbol combinations by children with autism. Focus on Autism & Other Developmental Disabilities, 16(3), 190-197.

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Oskoz, A. (2005). Students' dynamic assessment via online chat. Calico Journal, 22(3).


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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.

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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.

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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.


Peeters, M.(2005?). Emergent literacy and dynamic assessment of children with severe developmental speech and language disorders. Dissertation in process.


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.


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.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.

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

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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).


Scissons, M.B.A. (1989). Dynamic assessment of learning potential of Indian adolescents in algebra. Unpublished Masters Thesis, University of Saskatchewan (Canada).
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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.

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Sclan, S.G. (1987). Dynamic assessment and thought disorder in paranoid and nonparanoid schizophrenic patients. Dissertation Abstracts International, 47(7-B), 3126.

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Shrestha, P. (in progress). Dynamic assessment of academic writing among learners in open and distance education. Department of Languages
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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


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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.

Spector, J.E.(1992). Predicting progress in beginning reading: Dynamic assessment of phonemic awareness. Journal of Educational Psychology, 84, 353-363.

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Speece, D.L., Cooper, D.H., & Kibler, J.M. Dynamaic assessment, individual differences, and academic achievement. Learning & Individual Differences, 2(1), 113-127.

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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.

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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.)
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Rees, R.J. & Storry, C.J. (1996). Static and dynamic assessment practices after head injury. Brain Injury, 10(4), 247-257.

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).

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