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HomeDynamic AssessmentProceduresTraining & EmploymentDirectory, LinksReferences 1References Continued 2References Continued 3References Continued 4OpEdBook reviews/Abstracts

Hamers, J.H.M., Hessels, M.G.P.& Pennings, A.H.(1996). Learning potential in ethnic minority children. European Journal of Psychological Assessment, 12(3), 183-192.

Hamers, J.H.M., Hessels, M.G.P., & Tissink, J. (1995). Research on learning potential. In J.S. Carlson (Ed.), Advances in Cognition and Educational Practice, Volume 3, European Contributions to Dynamic Assessment (pp. 145-183). Greenwich: JAI Press.

Hamers, J.H.M., Hessels, M.G.P., & Van Luit, J.E.H. (1991). Leertest voor etnische minderheden: Test en
handleiding. [Learning potential test for ethnic
minorities: Test and manual]. Lisse:Swets & Zeitlinger.

Hamers, J., Pennings, A., & Guthke, J. (1994). Training-based assessment of school achievement. Learning and Instruction, 4, 347-360.

Hamers, J.H.M. & Ruijssenaars, A.J.J.M. (1996). Assessing classroom learning potential. In G.G. Phye (Ed.). Handbook of academic learning (pp. 549-571). San Diego,CA:Academic Press.

Hamers, J.H.M., & Resing, W.C.M. (1993). Learning potential assessment: Introduction. 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. 23-41).

Hamers, J.H.M., Sijtsma, K., & Ruijssenaars, A.J.J.M. (Eds.) (1993). Learning potential assessment: Theoretical, methodological and practical issues. Amsterdam: Swets & Zeitlinger.

Hamers, J.H.M., Van Luit, J.E.H., & Hessels, M.G.P. (1989). Learning potential test for Ethnic Minorities: Final Report Part A [Leertest voor Etnische Minderheden: Eindrapport Deel A]. Utrecht: ISOR, Rijksuniversiteit Utrecht.


Haney, M.R. & Evans, J.G. (1999). National survey of school psychologists regarding use of dynamic assessment and other nontraditional techniques. Psychology in the Schools, 35(4), 295-304.

Hansen, A. A. (2000). Hva innebaerer dynamisk testing? Skolepsykologi, nr.1. 11-45



Harris, J.L. (2003). Epilogue: Toward an understanding of literacy issues in multicultural school-age populations. Language, Speech, and Hearing Services in Schools, 34 (1), 80-82.

Hasselhorn, M. & Mahler, C. (1992). Kategorisierungstraining bei Grund-und Sonderschulern (L): Zur Rolle metamemorialer Instruktionselemente (Training of categorizing in regular and special education students. The role of metamemory elements of instruction). Psychologie in Erziehung und Untericht, 39, 179-189.

Hasson, N. & Joffe, V.L. (2007). The case for Dynamic Assessment in speech and language therapy. Child Language Teaching and Therapy, Vol. 23, No. 1, -25.

Hatton, M.E.(1991). Dynamic assessment: A validation study. Dissertation Abstracts International, 52(2-A), 473.

Hausman, R.M. (1973). Efficacy of three learning potential assessment procedures with Mexican-American educable mentally retarded children. Dissertation Abstacts International, 33 (7-A), 3438.

Haywood, H.C. (1973). The effects of different levels of enriched stimulus input, intelligence, and age on abstracting abilities of children. Paper, 97th annual meeting of the American Association on Mental Deficiency, Atlanta, June, 1973.

Haywood, H. C. (1977). Alternatives to normative assessment. In P. Mittler (Ed.), Research to practice in mental retardation: Proceedings of the 4th Congress of IASSMD. Vol. 2, Education and training, pp. 11-18. Baltimore: University Park Press.

Haywood, H.C. (1979). Learning potential assessment in the study of mental retardation in Tennessee: A case study. In M. J. Begab (Chairman), Dynamic assessment viewed cross-culturally. Symposium, 5th International Congress of the International Association for the Scientific Study of Mental Deficiency, Jerusalem, August, 1979.

Haywood, H. C. (1981). Review of R. Feuerstein, Y. Rand, & M. Hoffman, The dynamic assessment of retarded performers. Journal of Autism and Developmental Disorders, 11, 240-247.

Haywood, H.C. (1985). The malleability of intelligence: cognitive processes as a function of polygenic-experiential interaction. Keynote address, Annual Convention of the National Association of School Psychologists, Las Vegas, May, 1985.

Haywood, H. C. (1988). Dynamic assessment: The Learning Potential Assessment Device (LPAD). In R. L. Jones (Ed.), Psychoeducational assessment of minority group children: A casebook, pp. 39-63. Richmond, VA: Cobb & Henry.

Haywood, H. C. (1992a). Interactive assessment: A special issue. In H. C. Haywood (Guest editor), Journal of Special Education, 26, 233-234.

Haywood, H. C. (Guest editor) (1992b). Special focus section on dynamic assessment. Journal of Special Education. 26(3).

Haywood, H. C. (1992c). The strange and wonderful symbiosis of motivation and cognition. International Journal of Cognitive Education and Mediated Learning, 2 (3), 186-197.

Haywood, H. C. (1993). A mediational teaching style. International Journal of Cognitive Education and Mediated Learning, 3 (1), 27-38.

Haywood, H. C. (1995). Mediated learning: A unique way to level the playing field. The Thinking Teacher, 10 (1), 2-9.

Haywood, H. C. (1997). Interactive assessment. In R. Taylor (Ed.), Assessment in Mental Retardation, 103-129. San Diego, CA: Singular Publishing Group.

Haywood, H.C. (2001). What is dynamic "testing?" A Response to Sternberg and Grigorenko. Issues in Education, 7 (2), 201-210.

Haywood, H.C. (2002). Contemporary issues in psychological and educational assessment. Special issue, Peabody Journal of Education, 77 (2). Mahwah, NJ: Erlbaum.

Haywood, H.C. (2008). Twenty years of IACEP, and a focus on dynamic assessment: Progress, problems, and prospects. Journal of Cognitive Education and Psychology, 7(3), 419-442.
 
Haywood, H. C., Brown, A. L., & Wingenfeld, S. (1990). Dynamic approaches to psychoeducational assessment. School Psychology Review. 19 (4), 411-422.

Haywood, H. C., Filler, J. W. Jr., Shifman, M. A., & Chatelanat, G. (1975). Behavioral assessment in mental retardation. In P. McReynolds (Ed.), Advances in psychological assessment, Vol.3, pp. 96-136. San Francisco: Jossey-Bass.
 
Haywood, H.C. & Lidz, C.S. (2005).  International survey of dynamic assessment trainers. Journal of Cognitive Education and Psychology, 5(2), 181-198.
 
Haywood, H.C. & Lidz, C.S. (2007). Dynamic assessment in practice: Clinical and educational applications. New York: Cambridge University Press.

Haywood, H. C. & Miller, M. B. (2002a). Group dynamic assessment of adults with traumatic brain injury. Invited paper, European Regional Conference of the International Association for Cognitive Education, Rimini (Italy), May, 2002. Also presented as an invited paper at the Fourth European Conference on Psychological Theory and Research in Mental Retardation and Developmental Disabilities, Catania (Italy), May, 2002.

Haywood, H. C. & Miller, M. B. (2002b). ?valuation dynamique en groupe chez adultes qui ont suffert des enc?phalopathies traumatiques. North American Regional Conference of the International Association for Cognitive Education, Montreal (Canada), May, 2002.

Haywood, H.C. & Miller, M.B. (2003). Dynamic assessment of adult with traumatic brain injuries. Journal of Cognitive Education and Psychology [online], 3, 137-163. www.iace.coged.org

Haywood, H. C., & Switzky, H. N. (1974). Children's verbal abstracting: Effects of enriched input, age, and IQ. American Journal of Mental Deficiency, 78, 556-565.

Haywood, H.C. & Tzuriel, D. (Eds.). (1992a). Interactive assessment. New York: Springer-Verlag.

Haywood, H. C. & Tzuriel, D. (1992b). The status and future of interactive assessment. In H. C. Haywood & D. Tzuriel (Eds.), Interactive assessment, pp. 504-507. New York: Springer Verlag.

Haywood, H. C. & Tzuriel, D. (2002). Applications and challenges in dynamic assessment. Peabody Journal of Education, 77 (2), 40-63.

Haywood, H. C., Tzuriel, D., & Vaught, S. (1992). Psychoeducational assessment from a transactional perspective. In H. C. Haywood & D. Tzuriel (Eds.), Interactive assessment, pp. 38-63. New York: Springer Verlag.

Haywood, H. C. & Wingenfeld, S. A. (1992). Interactive assessment as a research tool. In H. C. Haywood (Guest editor), Journal of Special Education. 26(3), 253-268.

Hegarty, S. (1988). Learning ability and psychometric practice. In R.M. Gupta & P. Coxhead (Eds.), Cultural diversity and learning efficiency: Recent developments in assessment (pp. 22-38). New York: St. Martin's Press.

Heinrich, J.J. (1991). Responsiveness of adults with severe head injury to mediated learning. Unpublished doctoral dissertation, Vanderbilt University.

Heller,, K.A. & Schofield, N.J. (2008). Identification and nurturing the gifted from an international perspective. In S.I. Pfeiffer (Ed.). Handbook of giftedness in children: Psychoeducational theory, research, and best practices (pp.93-114). New York: Springer.

Henk, W.A. (1993). New dimensions in reading assessment.
Reading & Writing Quarterly, 9(1), 103-120.

Hessels, M.G.P. (1988). Learning potential test for Ethnic Minorities: Manual for the second experimental version [Leertest voor Etnische Minderheden: Handleiding bij de tweede experimentele versie]. Utrecht: Rijksuniversiteit Utrecht.

Hessels, M.G.P. (1993). Learning potential test for Ethnic Minorities: Theoretical and Empirical Foundation [Leertest voor Etnische Minderheden: theoretische en empirische verantwoording]. Dissertation Utrecht University. Rotterdam: RISBO.

Hessels, M.G.P. (1994a). Learning potential test for Ethnic Minorities: A Theoretical and Empirical Foundation. Cognitive Education, 5, 2, 2-3.

Hessels, M.G.P. (1994b). The assessment of learning potential: the Learning potential test for Ethnic Minorities [Diagnostiek van het leerpotentieel: de Leertest voor Etnische Minderheden]. Vraagstelling, 1, 3, 101-112.

Hessels, M.G.P. (1995). The measurement of change: the advantages of item response theory [Het meten van verandering: de voordelen van Item Respons Theorie]. Vraagstelling, 2, 1, 91-102.

Hessels, M.G.P. (1995a). How valid are learning potential scores? A comparison of the validities of learning potential test scores and traditional IQ scores. European Journal of Psychological Assessment, 11, Supplement No. 1, 82.

Hessels, M.G.P. (1995b). The Learning potential test for Ethnic Minorities: description and some results [De Leertest voor Etnische Minderheden: beschrijving en enige onderzoeksresultaten]. In Vereniging van Psychodiagnostisch Werkenden, Nieuwe Ontwikkelingen in de Psychodiagnostiek. Ede: VVP.

Hessels, M.G.P. (1996). Ethnic differences in learning potential test scores: Research into item and test bias in the Learning potential test for Ethnic Minorities. Journal of Cognitive Education, 5, 2, 133-153.

Hessels, M.G.P. (1997). Low IQ but high learning potential: Why Zeyneb and Moussa do not belong in special education. Educational and Child Psychology, 14, 121-136.

Hessels, M.G.P. (2000). The Learning Potential Test
For Ethnic Minorities (LEM): A tool for standardized
Assessment of children in kindergarten and the first years Of primary school. In C.S. Lidz and J.G. Elliott (Eds.).Dynamic assessment: Prevailing models and applications (pp.109-132). Amsterdam: JAI/Elsevier.

Hessels, M.G.P. (2000). The Learning potential test for Ethnic Minorities: A tool for standardized assessment of children in kindergarten and the first years of primary school. In C.S. Lidz & J. Elliott, Dynamic Assessment: Prevailing models and applications. New York: Elseviers.

Hessels, M.G.P. (2001). The Zone of Proximal Development of Psychological Assessment. In J.F. Beckmann & P.Y. Herzberg (Eds.), Dynamik im Testen. Perspektiven auf die Zone der n?chsten Entwicklung in der Psychodiagnostik. Festschrift zum 60. Geburtstug von J?rgen Guthke. Landau: Verlag Empirische Pedagogik.

Hessels, M.G.P. (2009). Estimation of the predictive validity of the HART by means of a dynamic test of geography. Journal of Cognitive Education and Psychology, 8 (1), 5-21.

Hessels, M. G. P., Berger, J.-L., & Bosson, M. (2008). Group assessment of learning potential of pupils in mainstream primary education and special education classes. Journal of Cognitive
Education and Psychology [online], 7(1), 43-69.

Hessels, M.G.P., & Hamers, J.H.M. (1991). Learning potential test for Ethnic Minorities. [Leertest voor Etnische Minderheden]. In A.H. Pennings, A. van der Ley, W. Meeuws, B. Rang & T. Wubbels (red.), Bijdragen aan pedagogisch onderzoek 1990. Amersfoort: ACCO.

Hessels, M.G.P., & Hamers, J.H.M. (1992). Learning potential test for Ethnic Minorities: Final Report Part B [Leertest voor Etnische Minderheden: Eindrapport Deel B]. Utrecht: ISOR, Universiteit Utrecht.

Hessels, M.G.P. & Hamers. J.H.M. (1993). A learning potential test for ethinic minorities. In J.H.M. Hamers, K.Sijtsma, & A.J.J.M. Ruijssenaars (Eds.). Learning potential assessment (pp. 285-312). Amsterdam: Swets and Zeitlinger.

Hessels, M.G.P., & Hamers, J.H.M. (1993). A Learning potential test for Ethnic Minorities. In J.H.M. Hamers, K. Sijtsma & A.J.J.M. Ruijssenaars (red.), Learning Potential Assessment: Theoretical, Methodological and Practical Issues (pp. 285-311). Lisse: Swets & Zeitlinger.

Hessels, M.G.P., Hamers, J.H.M., & Van Luit, J.E.H. (1988). Second Interim report of the project Learning potential test for Ethnic Minorities [Tweede Interimverslag van het project Leertest voor Etnische Minderheden]. Utrecht: ISOR, Rijksuniversiteit Utrecht.

Hessels, M.G.P., & Hessels-Schlatter, C. (2002). Learning potential in immigrant children in two countries: The Dutch and the Swiss-French version of the Learning Potential Test for Ethnic Minorities. In D.G.M. van der Aalsvoort, W.C.M. Resing, & A.J.J.M. Ruijssenaars, Learning potential assessment and cognitive training (Vol. 7). Actual research and perspectives in theory building and methodology (pp. 227-245). New York: Elsevier Inc.

Hessels, M.G.P., & Schlatter, C. (1999). Test d'apprentissage pour les enfants ?trangers en Suisse. Manuel experimental. Erasmus University, Rotterdam/Universite de Geneve.

Hessels, M.G.P., & Schlatter, C. (1999). Test d'apprentissage pour les enfants etrangers en Suisse. Test et manuel. Lisse, Pays-Bas: Swets & Zeitlinger.

Hessels, M.G.P., & Schlatter, C. (en preparation). L'evaluation du potentiel d'apprentissage chez des enfants suisses, espagnols et portuguais.

Hessels-Schlatter, C. (submitted). Enhancement of inductive reasoning in persons with severe impairments.

Hessels-Schlatter, C. (2001). Evaluation des comp?tences cognitives et de la capacit? d'apprentissage. Revue de P?dagogie Sp?cialis?e, 3, 28-31.

Hessels-Schlatter, C. (2002a). A dynamic test to assess learning capacity in people with severe impairments. American Journal on Mental Retardation, 107(5), 340-351.

Hessels-Schlatter, C. (2002b). The Analogical Reasoning Learning Test: Theoretical and Empirical Foundation of a Diagnostic Tool for Individuals with Moderate Mental Retardation [Abstract]. ?ournal of Cognitive Education and Psychology, 2(2), 177-179. Retrieved October 15, 2002, from http://www.iace.coged.org/

Hessels-Schlatter, C. (2002c). Moderate mental retardation and learning capacity: The Analogical Reasoning Learning Test. In D.G.M. van der Aalsvoort, W.C.M. Resing, & W.J.J.M. Ruijssenaars (Eds.), Learning potential assessment and cognitive training (Vol. 7). Actual research and perspectives in theory building and methodology (pp. 249-271). New York: Elsevier Inc.

Hickson, J. & Skuy, M. (1990). Creativity and cognitive modifiability in gifted disadvantaged pupils: A promising alliance. School Psychology International, 11(4), 295-301.
 

Hill, K. & Sabet, M. (2009). Dynamic speaking assessments. TESOL Quarterly, 43(3), 537-545.

 

Hilliard, A.G., III (1990). Misunderstanding and testing intelligence. In J.I. Goodlad & P.Keating (Eds.). Access to knowledge: An agenda for our nation's schools (pp. 145-157). New York: College Entrance Examination Board.

Hirsch, J. (1989). Assessing the potential of underachieving college students: Feuerstein's Learning Potential Assessment Device. Paper presented at the Montclair State College Institute for Critical Thinking Conference, Upper Montclair, NY, October 19021. ED325572

Howard, C.B (2005). Assessment of children with learning disabilities: Does the promise of dynamic assessment withstand the test of time? Dissertation Abstracts International Section A: Humanities and Social Sciences, 65 (10-A), 3691.

Hoy, M.M. (1984). The perceived value of the standard psychological report compared with the Learning Potential Assessment Device report. Dissertation Abstracts International, 44(9-A), 2741-2742.

Hsu, C-H. (2004). The effectiveness research of applying mulsti-stage dynamic assessment to mathematics problem solving teaching for first graders on present curriculum (article written in Chinese). Journal of Education and Psychology, 27 (4), 721-749.

Hulburt, J.G. (1995) A comparison of the usefulness of dynamic assessment reports, standard psychological reports and curriculum-based assessment reports to pre-school teachers in designing instruction for young children with disabilities. Dissertation Abstracts International Section A: Humanities & Social Sciences, 56(6-A), 2173.

Humphries, T., Krogh, K. & McKay, R. (2001). Theoretical and practical considerations in the psychological and educational assessment of the student with intractable epilepsy: Dynamic assessment as an adjunct to static assessment. Seizure, 10(3), 173-180.

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Hurtig, M. (1967). Constat d'acquisitions ou pronostic d'apprentissage, Peut-on dynamiser la psychométrie? Revue Suisse de Psychologie, 26.

Hwa-Froelich, D.A. & Matsuo, H.(2005). Vietnamese children and language-based processing tasks. Language, Speech, and Hearing Services in Schools, 36(3), 230-243.

Hymer, B., Michel, D., & Todd, L. (2002). Dynamic consultation: Toward process and challenge. Educational Psychology in Practice, 18(1), 47-62.

Ionescu, S. & Jourdan-Ionescu, C. (1985). L'évaluation du potentiel d'apprentissage. 1. Utilisation du test des cubes. Bulletin de Psychologie, 38 (372).

Ionescu, S., Jourdan-Ionescu, C. & Alain, M. (1986). L'évaluation du potentiel d'apprentissage, II. Une novelle méthode de quantification. Bulletin de Psychologie, XL (380).

Istvan, S. (2004). Uj nézopontok és fogalmak az értelmi potencial kiértékelésében. Erdelyi Pszicholigiai Szemie, 5(1), 3-17. (Romania)












Laing, S.P. & Kamhi, A. (2003). Alternative assessment of language and literacy in culturally and linguistically diverse populations. Language, Speech, & Hearing Services in Schools, 34(1), 44-55.

Lajoie, S.P. (2005). Extending the scaffolding metaphor. Instructional Science, 33(5-6), 541-557.

Lajoie, S.P. & Lesgold, A.M. (1992). Dynamic assessment of proficiency for solving procedural knoledge tasks. Educational Psychology, 27(3), 365-384.

Landor, M. (2006). An exploration of the perceived effects of giving verbal and video feedbak to the child, following dynamic assessment. Master of Science in Educational Psychology thesis, University of Dundee.

Landor, M., Lauchlan, F., Carrigan, D., & Kennedy, H. (2007). Feeding back the results of dynamic assessment to the child. Advances in Speech-Language Pathology, 9(4), 346-353.

Langdon, H.W., Novak, J.M., & Quintanar, R.S. (2000). Setting the teaching-learning wheel in motion in assessing language minority students. Multicultural Perspectives, 2(2), 3-9.

Lantolf, J.P. & Poehner, M.E. (2004). Dynamic assessment: Bringing the past into the future. Journal of Applied Linguistics, 1, 49-74.

Lantolf, J.P. & Poehner, M.E. (2006). Dynamic assessment in the foreign language classroom: A teacher's guide. CALPER University Park, Pennsylvania.

Lantolf, J.P. and Poehner, M.E. (2007). Dynamic Assessment, In E. Shohamy, Ed., N. Hornberger, Gen. Ed., Encylopedia of Language and Education Volume 7. Language Testing and Assessment, Springer Publishing.

Lantolf, J.P. and Thorne, S.L.: 2006, The Sociogenesis of Second Language Development, Oxford: Oxford University Press. Larsen, J.A. & Nippold, M.A. (2007). Morphological analysis in school-age children: Dynamic assessment of a word learning strategy. Language, Speech, and Hearing Services in Schools,

Larson, G.E., Alderton, D.L. & Kaupp, M.A. (1991). Dynamic administration of a general intelligence test. Learning and Individual Differences, 3(2), 123-134.

Larson, J.A. & Nippold, M.A. (2007). Morphological analysis in school-age children: Dynamic assessment of a word learning strategy. Language, Speech, and Hearing Services in Schools, 38(3), 201-212.

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Lauchlan, F. (2001). Addressing the social,cognitive and emotional needs of children: The case for dynamic assessment. Educational & Child Psychology, 18(4), 4-18.
 
Lauchlan, F. (2005). A welcome update of a cognitive education classic: Feuerstein et al. on Dynamic Assessment: A review of Feuerstein, Feuerstein, Falik, & Rand's, The Dynamic Assessment of Cognitive Modifiabioity, The Learning Propensity Assessment Device: Theory, instruments, and techniques. Journal of Cognitive Education and Psychology, 4(3), 377-379,
 
Lauchlan, F. and Elliott, J. (1997) ‘The use of the Cognitive Modifiability Battery as an intervention tool for children with complex learning difficulties’' Educational and Child Psychology, 14(4), 137-148.

Lauchlan, F. & Elliott, J. (2001). The psychological assessment of learning potential. British Journal of Educational Psychology, 71(4), 647-665.

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Lauth, G. & Wiedl, K.H. (1985). Zur Veranderbarkeit der Testleistung im CFT 20 durch Instruktionsinternsivierung (The modifiability of CFT 20 test performance under the influence of intensified instruction). Diagnostica, 31, 200-109.

Lauth, G.W. & Wiedl, K.H. (1989). Cognitive teaching methods for special education: Development of approaches for intervention and assessment in Germany. International Journal of Disability, Development and Education, 36(3), 187-202.

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Law, J. & Camilleri, B. (2007). Dynamic assessment and its application to children with speech and language learning difficulties. Advances in Speech-Language Pathology, 9(4), 271-272.
 
Lederberg, A.R., & Spencer, P.E. (2009). Word-learning abilities in deaf and hard-of-hearing preschoolers: Effect of lexicon size and language modality. Journal of Deaf Studies and Deaf Education, 14(1), 44-62.

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Leung. C. (2007). Dynamic assessment: Assessment for and as teaching? Language Assessment Quarterly: An International Journal, 4, 257-278.
 
Levine, R. (2009).  Curriculum-based dynamic assessment emphasizing a triarchic model and language abilities: Examining the utility of this testing method in elementary school mathematics classrooms. Dissertation Abstracts International: Section B: The Sciences and Engineering. 70(2-B). 1349.
 
 Lewis, B.A. (1998). Teacher satisfaction with standardized assessment reports: Implications for the use of dynamic assessment as an alternative assessment method. Dissertation Abstracts International Section A: Humanities & Social Sciences, 59 (6-A), 1906.

Lidz, C.S. (1983). Dynamic assessment and the preschool child. Journal of Psychoeducational Assessment 1, 59-72.

Lidz, C.S. (Ed.). (1987a). Dynamic assessment: An interactional approach to evaluating learning potential. New York: Guilford.

Lidz, C.S. (1987b). Historical perspectives. In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 3- ). New York: Guilford.

Lidz, C.S. (1987b). Cognitive deficiencies revisited. In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 444-475).
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Lidz, C.S. (1990). The Preschool Learning Assessment Device: An approach to the dynamic assessment of young children. European Journal of Psychology of Education. V (2), 167-175.

Lidz, C.S. (1991). Practitioners’ guide to dynamic assessment. New York: Guilford.

Lidz, C.S. (1992a). Dynamic assessment: Some thoughts on the model, the medium, and the message. Learning and Individual Differences, 4 (2), 125-136.

Lidz, C.S. (1992b). The extent of incorporation of dynamic assessment into cognitive assessment courses: A national survey of school psychology trainers. Journal of Special Education, 26 (3). 325-331.

Lidz, C.S. (1995). Dynamic assessment and the legacy of L.S. Vygotsky. School Psychology International, 16, 143-153.

Lidz, C.S. (1996). Dynamic assessment approaches. In D.P. Flanagan, J.L. Genshaft, & P.L. Harrison (Eds.). Contemporary intellectual assessment: Theories, tests, and issues (pp.281-195). New York: Guilford.

Lidz, C.S. (1997a). Dynamic assessment:Psychoeducational assessment with cultural sensitivity. Journal of Social Distress and the Homeless, 6 (2), 95- .

Lidz, C.S. (1997b). Dynamic assessment: Restructuring the role of school psychologists. Communiqué, 25 (8).

Lidz, C.S. (2000a). The Application of Cognitive Functions Scale (ACFS): An example of curriculum-based dynamic assessment. In C.S. Lidz & J.G. Elliott (Eds.). Dynamic assessment: Prevailing models and applications (pp. 407-439). Amsterdam: JAI/Elsevier Science.

Lidz, C.S. (2000b). Theme and some variations on the concepts of mediated learning experience and dynamic assessment. In A.Kozulin & Y. Rand (Eds.). Experience of mediated learning:An impact of Feuerstein's theory in education and psychology (Pp. 166-174). Elmsford, NY: Pergamon.

Lidz, C.S. (2001). Dynamic assessment. In W.E.Craighead & C.B. Nemeroff (Eds.). The Corsini Encyclopedia of Psychology and Behavioral Science (pp. 465-466).. New York: John Wiley.

Lidz, C.S. (2001b). Multicultural issues and dynamic assessment. In L.A. Suzuki, J.G. Ponterotto, & P.J. Meller (Eds.). Handbook of multicultural assessment: Clinical, psychological, and educational applications, second edition (pp.523-540). San Francisco: Jossey-Bass.

Lidz, C.S. (2002). Mediated learning experience (MLE) as a basis for an alternative approach to assessment. School Psychology Internaitonal, 23 (1), 68-84.

Lidz, C.S. (2003a). Dynamic assessment. In C.S. Lidz. Early childhood assessment (pp.112-132). New York: John Wiley.

Lidz, C.S. (2003 b). Dynamic assessment (learning potential testing, testing the limits). In R. Fernandez-Ballesteros (Ed.). Encyclopedia of Psychological Assessment (pp. 337-343). London: Sage.

Lidz, C.S. (2004a). Successful application of a dynamic assessment procedure with young deaf students betwen the ages of four and eight years. Educational and Child Psychology, 21 (1), 59-73.

Lidz, C.S. (2004b). Dynamic assessment entry in The Concise Corsini Encyclopedia of Psychology and Behavioral Science, Third Edition (;;. 302-303). W.E. Craighead and C.B. Nemeroff (Eds.). New York: Wiley.

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