Abstract and Keywords
This chapter reviews the outcomes of meta-analysis studies that provide potential links between assessment and instruction. The review covers three areas: (1) dynamic assessment, (2) general models of instruction that combine the components of direct and strategy instruction, and (3) treatment outcomes related to definition x treatment interactions. The implications of the review were (a) when dynamic assessment procedures are coupled with static assessment, they provide important differential weights in predicting learning outcomes, (b) effective instruction is neither a bottom-up nor top-down approach in isolation, and (c) variations in IQ and reading cannot be ignored when predicting treatment outcomes.
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