Dynamic Assessment as Responsiveness to Intervention; a Scripted Protocol to Identify Young At-Risk Readers

By Douglas Fuchs, Lynn S. Fuchs, Donald L. Compton, B. Bouton, E. Caffrey, Lisa Hill. 2007

86 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/96a39099087410cc0d7553af24f5eb5e8d7ae18f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. C. Hughes
2. Wendy W. Murawski
3. Douglas Fuchs
4. Lynn S. Fuchs
5. Asha K. Jitendra

In Developmental and Educational Psychology

1. Douglas Fuchs
2. Lynn S. Fuchs
3. C. Hughes
4. Wendy W. Murawski
5. E. Caffrey
6. A. Hollenbeck
7. A. Foegen
8. R. Vukovic

Citations in the corpus

• The Predictive Validity of Dynamic Assessment (2008, methodology): “Standard written protocols guide its use (e.g., Fuchs et al., 2007), whereas the implementation of instruction associated 268 The Journal of Special Education with more conventional RTI methods is less straightforward and more difficult to achieve with fidelity.”
• Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, unknown): “…n d e rs ta n d in g F o rm at iv e A ss e ss m e n t: In si g h ts f ro m L e ar n in g T h e o ry a n d M e as u re m e n t T h e o ry >> April 2013WestEd >> by instructional and assessment uses of language that do not take their needs into account (Fuchs et al., 2007; Lerner, 2000; Troia, 2011).”
• Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change (2009, background): “D. Fuchs et al. (2007) cautioned, “Practitioners using RTI need to be concerned about the validity of their instruction” (p. 58).”