This study investigated the extension of Cattell-Horn-Carroll (CHC)-based cognitive assessment with dynamic testing using self-regulated learning (SRL). It was based on extensive review, which called for an integrative assessment of the propensity for learning and cognition of children with learning disabilities (LDs). The objective was to examine whether a brief SRL engagement during dynamic testing could enhance self-regulatory behaviors and performance in 3 CHC areas and reveal differences in SRL processes. There were 50 children at risk for LDs assigned to 2 groups: 1 group participated in dynamic extensions of assessment with SRL ( involving thinking aloud and mediated learning experience); the control group undertook the same tasks without SRL. Significant intergroup differences were found in behaviors across three CHC areas and test performance in writing but not in fluid reasoning or memory tasks. Thinking-aloud processes revealed SRL capacities not evident in static assessment. Implications of dynamic extensions of tests using SRL were discussed.