Conference Papers

Madelaine, A., McMurtrie, A., Reynolds, M., Arakelian, S., Wheldall, R., & Wheldall, K. (2018, October). Effective initial instruction in reading: An Australian perspective. Paper presented at The Reading League 2nd Annual Conference, Syracuse, NY.

Kemp, C., & Wheldall, R. (2018, July). The role of the special educator in academic learning and engagement: Let’s get professional. Paper presented at the Australasian Association of Special Education National Conference, Cairns.

Wheldall, K., Wheldall, R., Madelaine, A., Reynolds, M, Arakelian, S. (2017, April). ‘Just teach our kids to read’: Efficacy of intensive reading interventions for both younger and older low-progress readers in schools serving remote Aboriginal communities. Paper presented at the Australasian Association of Special Education National Conference 2017, Darwin.

Wheldall, K., Wheldall, R., Madelaine, A., Reynolds, M, Arakelian, S. (2017, March). ‘Just teach our kids to read’: Efficacy of intensive reading interventions for both younger and older low-progress readers in schools serving remote Aboriginal communities. Paper presented at the Dyslexia Speld Foundation Conference ‘Language, Literacy and Learning’, Perth.

Marinus, E., Mostard, M., Segers, E., Schubert, T. M., Madelaine, A., & Wheldall, K. (2016). A special font for people with dyslexia: Does it work and if so how? Poster presented to the Annual Conference of the Society for the Scientific Study of Reading, Porto, July 2016.

Wheldall, K., Wheldall, R., Madelaine, A., Reynolds, M., & Arakelian, S. (2016). ‘What’s new from MRU?’: Recent research on reading instruction from the MultiLit Research Unit (MRU). Paper presented to the New South Wales Institute for Educational Research Conference on ‘Literacy: What works and why’, University of New South Wales, Sydney, November 15, 2016.

Wheldall, K., & Wheldall, R. (2015). The story of MultiLit: Effective instruction for low-progress readers. Paper presented to ARD Centre for Cognition and its Disorders conference on ‘Reading and Spelling: Development, disorders and remediation’, April 13, 2015.

Marinus, E., Mostard, M., Segers, E., Madelaine, A., & Wheldall, K. (2015). A special font for children with dyslexia: Does it work and if so how? Paper presented to the Australasian Experimental Psychology Conference, University of Sydney, April 8-11, 2015.

Wheldall, K., & Wheldall, R. (2015). What teachers say and what they do: using research evidence to inform classroom behavior management via Positive Teaching. Paper presented to ResearchED Conference, Sydney, February 21, 2015.

Reynolds, M., Madelaine, A., McMurtry, S., Beaman-Wheldall, R., & Wheldall, K. (2014). What we have learned: Implementing MiniLit as an intervention with young struggling readers. Paper presented to the 2014 Australian Association of Special Education National Conference held at Novotel Sydney Manly Pacific, Manly, NSW, 17th- 19th September 2014.

Madelaine, A., Wheldall, K., & Reynolds, M. (2013). Response to intervention models: The role of benchmarks and curriculum-based measurement in making instructional decisions. Paper presented to conference on ‘Achieving effective outcomes: Language, learning and literacy’, Children’s Hospital at Westmead Education Research Institute,12th-13th September, 2013.

Buckingham, J., Wheldall, K., & Beaman, R. (2012). A randomized control trial of a tier 2 (small group) reading intervention for young low-progress readers: Findings at follow up and implications for classroom practice. Paper presented to the 2012 Australasial Special Education Conference held at the Esplanade, Freemantle, WA, 17th – 19th September 2012.

Wheldall, K. (2011). Introduction: What is Response to Intervention? Paper presented as part of the research symposium on ‘Applying the Response to Intervention Model with Low-Progress Readers: The work of the MultiLit Research Unit’, Learning Difficulties Australia, Melbourne, October 14, 2011 and Macquarie University. Sydney, November 5, 2011.

Reynolds, M., Wheldall, K., & Madelaine, A. (2011). Establishing provisional benchmarks for identifying young low-progress readers in Years 1 and 2. Paper presented as part of the research symposium on ‘Applying the Response to Intervention Model with Low-Progress Readers: The work of the MultiLit Research Unit’, Learning Difficulties Australia, Melbourne, October 14, 2011 and Macquarie University. Sydney, November 5, 2011.

Madelaine, A., Wheldall, K., & Reynolds, M. (2011).  The role of curriculum-based measurement of reading within the Response to Intervention model. Paper presented as part of the research symposium on ‘Applying the Response to Intervention Model with Low-Progress Readers: The work of the MultiLit Research Unit’, LearningDifficulties Australia, Melbourne, October 14, 2011 and Macquarie University. Sydney, November 5, 2011.

Buckingham, J., Wheldall, K., & Beaman, R. (2011). Randomised controlled trials of Tier 2 small group reading interventions for young and older low-progress readers. Paper presented as part of the research symposium on ‘Applying the Response to Intervention Model with Low-Progress Readers: The work of the MultiLit Research Unit’, Learning Difficulties Australia, Melbourne, October 14, 2011 and Macquarie University. Sydney, November 5, 2011.

Beaman, R.,Wheldall, K., Madelaine, A., Kohnen, S., Reynolds, M., & McMurtry, S. (2011). Meeting the needs of aboriginal low-progress readers in remote communities. Paper presented as part of the research symposium on ‘Applying the Response to Intervention Model with Low-Progress Readers: The work of the MultiLit Research Unit’, Learning Difficulties Australia, Melbourne, October 14, 2011 and Macquarie University. Sydney, November 5, 2011.

Reynolds, M., Wheldall, K. & Madelaine, A. (2008). Sifting through new scientific evidence about the effectiveness of Reading Recovery. Paper presented to the Annual Conference of the Australian Association of Special Education, Freemantle, 19-20 September, 2008.

Reynolds, M., Wheldall, K, & Madelaine, A. (2007). ‘Meeting Initial Needs In Literacy’ (MINILIT): Why we need it. how it works and the results of pilot studies. Paper presented to the Annual Conference of the Australian Association of Special Education, Sydney, September 29, 2007.

Stephenson, J., Carter, M., & Wheldall, K. (2007). Futile exercises: The use of perceptual motor programs for students with special education needs. Paper presented to the Annual Conference of the Australian Association of Special Education, Sydney, September 29, 2007.

Nickels, L.A., McGlynn, H., Smith-Lock, K., Kohnen, S., & Wheldall, K. (2006). What affects the success of an intervention programme for older low progress readers? Paper presented at the Inaugural Conference on Clinical and Research Perspectives in Developmental Neuropsychology, Sydney, March, 2006.

Wheldall, K. (2006). Introduction to the symposium ‘The Work of the MULTILIT Research Unit at Macquarie University’: Origins and efficacy of MULTILIT. Paper presented to the Annual Conference of Learning Difficulties Australia, Melbourne, August 20, 2006.

Ellis, L, Wheldall, K., &  Beaman, R. (2006). The research locus and conceptual basis for MULTILIT: why we do what we do. Paper presented to the Annual Conference of Learning Difficulties Australia, Melbourne, August 20, 2006.

Madelaine, A., Wheldall, K., &  Reynolds, M. (2006). Tracking progress in reading: Introducing the WARP, the Pre-WARP and the MULTILIT Book levels. Paper presented to the Annual Conference of Learning Difficulties Australia, Melbourne, August 20, 2006.

Beaman, R., Wheldall, K., & Madelaine, A. (2006). Making effective reading instruction possible: The role of Positive Teaching in MULTILIT. Paper presented to the Annual Conference of Learning Difficulties Australia, Melbourne, August 20, 2006.

Reynolds, M., Wheldall, K, & Madelaine, A. (2006). ‘Meeting Initial Needs In Literacy’ (MINILIT): A ramp to MULTILIT for younger low-progress readers. Paper presented to the Annual Conference of Learning Difficulties Australia, Melbourne, August 20, 2006.

Wheldall, K., & Beaman, R. (2005). An introduction to Positive Teaching: Effective classroom behaviour management. Invited workshop presentation to NSW SPELD Annual Conference, Ravenswood School, Sydney, April 9. 2005.

Wheldall, K. (2004). Boys, books, behaviour ….. and balance. Invited opening keynote address to ‘Conference on Boys’ Education’, Massey University, Albany, July 5-7, 2004.

Wheldall, K., & Beaman, R. (2004). MULTILIT for boys (and girls): Meeting the needs of low-progress readers. Invited workshop presentation (repeated) to ‘Conference on Boys’ Education’, Massey University, Albany, July 5-7, 2004.

Sharma, M., Purdy, S.C., Newall, P., Wheldall, K., & Beaman, R. (2003). Mismatch negativity to speech and simple and complex tonal stimuli in school-aged children with reading difficulties. Paper presented to XVIII International Evoked Response Audiometry Study Group (IERASG) Biennial Symposium, Puerto de la Cruz, Spain. 8 – 12 June 2003.

Sharma, M., Purdy, S.C., Newall, P., Wheldall, K., & Beaman, R.(2003). Auditory evoked potentials in children with reading problems show abnormal auditory processing. Proceedings of the 2003 Speech Pathology Australia National Conference. National Conference of Speech Pathology Australia, Tasmania, 4-8 May 2003.

Wheldall, K. (2003). Boys, books and behaviour. Invited presentation to ‘Boys to Fine Men: School and Community Partnerships’ Conference, Newcastle, March 27-29, 2003.

Wheldall, K., & Beaman, R. (2003). MULTILIT for boys (and girls): Meeting the needs of older low-progress readers. Invited presentation to ‘Boys to Fine Men: School and Community Partnerships’ Conference, Newcastle, March 27-29, 2003.

Madelaine, A., & Wheldall, K. (2001). ‘Let’s do the time(d) WARP again’: The development of a set of standardised passage reading tests for monitoring the progress of low-progress readers. Paper presented to the West Virginia Reading Association 46th Annual Conference, White Sulphur Springs, West Virginia, December 13-15, 2001.

Wheldall, K. (2001). The work of the Reading Disability Research Group (RDRG) at MUSEC. Invited paper presented to the Fourth Annual Conference of the Australian Psychological Society College of Educational and Developmental Psychologists (New South Wales Branch),16th November, 2001, Parramatta.

Wheldall, K., & Beaman, R (2000). An evaluation of MULTILIT: ‘Making Up Lost Time In Literacy’. Paper presented to the Annual Conference of the United Kingdom Reading Association, University of Oxford, UK, July 21-23,.

Wheldall, K., & Beaman, R (2000). An evaluation of MULTILIT: ‘Making Up Lost Time In Literacy’. Paper presented to the MUSEC 2000 Lighthouse Conference, Macquarie University, Sydney, November 17-19.

Wheldall, K., & Madelaine, A. (2000). ‘Let’s do the time(d) WARP again’: The development of a set of standardised passage reading tests for monitoring the progress of low-progress readers. Paper presented to the MUSEC 2000 Lighthouse Conference, Macquarie University, Sydney, November 17-19.

Click here to return to research publications.