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This dissertation describes two alternative testing methods that clarify children’s potential for learning and educational needs: cognitive training focused on solving arithmetic problems and a dynamic for reading and writing. Both methods target the zone of proximal development, with the cognitive training emphasising metacognitive knowledge and working memory in solving mathematical problems and the dynamic reading and writing test focusing on phonological awareness, prosodic awareness, writing competence and context-dependent words. The primary aim of this dissertation was to investigate the effectiveness of these two alternative testing methods, applied online, in the classroom or a treatment setting. It focused on the potential for learning of three groups of children: potentially gifted in mathematics, typically developing children and children diagnosed with dyslexia in reading and writing. It was concluded that cognitive training in mathematical problem solving and the dynamic reading and writing test offer opportunities to improve education and clinical dyslexia treatments. These methods provide deeper insight into children’s strengths, weaknesses, and educational needs, allowing them to demonstrate their potential for learning. By adopting these alternative testing methods, teachers and dyslexia clinicians can better tailor their approaches to meet the educational needs of all children.