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Dynamic assessment and response to intervention : Two sides of one coin. / Grigorenko, Elena L.

In: Journal of Learning Disabilities, Vol. 42, No. 2, 2009, p. 111-132.

Research output: Contribution to journal › Article › peer-review

Harvard

Grigorenko, EL 2009, 'Dynamic assessment and response to intervention: Two sides of one coin', Journal of Learning Disabilities, vol. 42, no. 2, pp. 111-132. https://doi.org/10.1177/0022219408326207

APA

Grigorenko, E. L. (2009). Dynamic assessment and response to intervention: Two sides of one coin. Journal of Learning Disabilities, 42(2), 111-132. https://doi.org/10.1177/0022219408326207

Vancouver

Grigorenko EL. Dynamic assessment and response to intervention: Two sides of one coin. Journal of Learning Disabilities. 2009;42(2):111-132. https://doi.org/10.1177/0022219408326207

Author

Grigorenko, Elena L. / Dynamic assessment and response to intervention : Two sides of one coin. In: Journal of Learning Disabilities. 2009 ; Vol. 42, No. 2. pp. 111-132.

BibTeX

@article{d954184f00e04362aad84dd0930b833f,
title = "Dynamic assessment and response to intervention: Two sides of one coin",
abstract = "This article compares and contrasts the main features of dynamic testing and assessment (DT/A) and response to intervention (RTI). The comparison is carried out along the following lines: (a) historical and empirical roots of both concepts, (b) premises underlying DT/A and RTI, (c) terms used in these concepts, (d) use of these concepts, (e) evidence in support of DT/A and RTI, and (f) expectations associated with each of the concepts. The main outcome of this comparison is a conclusion that both approaches belong to one family of methodologies in psychology and education whose key feature is in blending assessment and intervention in one holistic activity. Because DT/A has been around much longer than RTI, it makes sense for the proponents of RTI to consider both the accomplishments and frustrations that have accumulated in the field of DT/A.",
keywords = "Children with special educational needs, Dynamic testing and assessment (DT/A), Response to intervention (RTI), Special education",
author = "Grigorenko, {Elena L.}",
year = "2009",
doi = "10.1177/0022219408326207",
language = "English",
volume = "42",
pages = "111--132",
journal = "Journal of Learning Disabilities",
issn = "0022-2194",
publisher = "SAGE",
number = "2",

}

RIS

TY - JOUR

T1 - Dynamic assessment and response to intervention

T2 - Two sides of one coin

AU - Grigorenko, Elena L.

PY - 2009

Y1 - 2009

N2 - This article compares and contrasts the main features of dynamic testing and assessment (DT/A) and response to intervention (RTI). The comparison is carried out along the following lines: (a) historical and empirical roots of both concepts, (b) premises underlying DT/A and RTI, (c) terms used in these concepts, (d) use of these concepts, (e) evidence in support of DT/A and RTI, and (f) expectations associated with each of the concepts. The main outcome of this comparison is a conclusion that both approaches belong to one family of methodologies in psychology and education whose key feature is in blending assessment and intervention in one holistic activity. Because DT/A has been around much longer than RTI, it makes sense for the proponents of RTI to consider both the accomplishments and frustrations that have accumulated in the field of DT/A.

AB - This article compares and contrasts the main features of dynamic testing and assessment (DT/A) and response to intervention (RTI). The comparison is carried out along the following lines: (a) historical and empirical roots of both concepts, (b) premises underlying DT/A and RTI, (c) terms used in these concepts, (d) use of these concepts, (e) evidence in support of DT/A and RTI, and (f) expectations associated with each of the concepts. The main outcome of this comparison is a conclusion that both approaches belong to one family of methodologies in psychology and education whose key feature is in blending assessment and intervention in one holistic activity. Because DT/A has been around much longer than RTI, it makes sense for the proponents of RTI to consider both the accomplishments and frustrations that have accumulated in the field of DT/A.

KW - Children with special educational needs

KW - Dynamic testing and assessment (DT/A)

KW - Response to intervention (RTI)

KW - Special education

UR - http://www.scopus.com/inward/record.url?scp=61449199388&partnerID=8YFLogxK

U2 - 10.1177/0022219408326207

DO - 10.1177/0022219408326207

M3 - Article

C2 - 19073895

AN - SCOPUS:61449199388

VL - 42

SP - 111

EP - 132

JO - Journal of Learning Disabilities

JF - Journal of Learning Disabilities

SN - 0022-2194

IS - 2

ER -

ID: 87395071