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Journal of Learning Disabilities
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Dynamic Assessment and Response to Intervention

Two Sides of One Coin

Elena L. Grigorenko

Yale University, elena.grigorenko@yale.edu

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.

Key Words: dynamic testing and assessment (DT/A) • response to intervention (RTI) • special education • children with special educational needs

This version was published on March 1, 2009

Journal of Learning Disabilities, Vol. 42, No. 2, 111-132 (2009)
DOI: 10.1177/0022219408326207
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