Wheldall, K., Wheldall, R., Madelaine, A., Reynolds, M., & Arakelian, S. (2017). Further evidence for the efficacy of an evidence-based, small group, literacy intervention program for young struggling readers. Australian Journal of Learning Difficulties, 22, 3-13. doi:10.1080/19404158.2017.1287102
Wheldall, K., & Arakelian, S. (2016). Comparing the performance of older low-progress readers on the York Assessment of Reading Comprehension with performance on the Neale Analysis of Reading Ability and othermeasures of reading and related skills. Australian Journal of Learning Difficulties, 21, 157-166. doi:10.1080/19404158.2017.1322993
Meeks, L., Stephenson, J., Kemp, C., & Madelaine, A. (2017). How well prepared are pre-service teachers to teach early reading? A systematic review of the literature. Australian Journal of Learning Difficulties, 21, 69-98. doi:10.1080/19404158.2017.1287103
Wheldall, R., Glenn, K., Arakelian, S., Madelaine, A., Reynolds, M., & Wheldall, K. (2016). Efficacy of an evidence-based literacy preparation program for young children beginning school. Australian Journal of Learning Difficulties, 21, 21-39. doi:10.1080/19404158.2016.1189443
Marinus, E., Mostard, M., Segers, E., Schubert, T., Madelaine, A., & Wheldall, K. (2016). A special font for people with dyslexia: Does it work and, if so, why? Dyslexia, 22, 233-244. doi:10.1002/dys.1527
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. Special Education Perspectives, (in press).
Wheldall, K., & Wheldall, R. (2014). The Multilit story: Effective instruction for low-progress readers. Perspectives on Language and Literacy, 40(3), 32-39.
Buckingham, J., Beaman-Wheldall, R., & Wheldall, K. (2014). Evaluation of a two-phase experimental study of a small group (‘MultiLit’) reading intervention for older low-progress readers. Cogent Education, 1: 962786. doi:10.1080/2331186X.2014.962786
McMullen, F, & Madeleine, A. (2014). Why is there so much resistance to Direct Instruction? Australian Journal of Learning Difficulties, 19, 137-152. doi:10.1080/19404158.2014.962065
Wheldall, K., & McMurtry, S. (2014). Preliminary evidence for the validity of the new Test of Everyday Reading Comprehension (TERC). Australian Journal of Learning Difficulties, 19, 173-178. doi:10.1080/19404158.2014.979525
Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2014). Evaluation of a two-phase implementation of a tier 2 (small group) reading intervention for young low-progress readers. Australian Journal of Special Education, 38, 169-185. doi:10.1017/jse.2014.13
Buckingham, J., Beaman, R., & Wheldall, K. (2013). Why poor children are more likely to become poor readers: The early years. Educational Review, 66, 428-446. doi:10.1080/00131911.2013.795129
Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2013). Why poor children are more likely to become poor readers: The school years. Australian Journal of Education, 57, 190-213. doi:10.1177/0004944113495500
Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2013). Why Jayden can’t read: The triumph of ideology over evidence in teaching reading. Policy, 29, 21-32.
Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2012). A randomized control trial of a tier two small group intervention (‘MiniLit’) for young struggling readers. Australian Journal of Learning Difficulties, 17, 79-99. doi:10.1080/19404158.2012.717537
Buckingham, J., Beaman, R., & Wheldall, K. (2012). A randomized control trial of a MultiLit small group intervention for older low-progress readers. Effective Education, 4, 1-26. doi:10.1080/19415532.2012.722038
Callaghan, G., & Madelaine, A. (2012). Levelling the playing field for kindergarten entry: Research implications for preschool early literacy instruction. Australasian Journal of Early Childhood, 37, 13-23.
Limbrick, L., Wheldall, K., & Madelaine, A. (2012). Do boys need different remedial reading instruction from girls? Australian Journal of Learning Difficulties, 17, 1-15. doi:10.1080/19404158.2011.648331
Limbrick, L., Wheldall, K., & Madelaine, A. (2012). Reading and related skills in the early school years: Are boys really more likely to struggle. International Journal of Disability, Development and Education, 59, 341-358. doi:10.1080/1034912X.2012.723939
Rosenman, S., & Madelaine, A. (2012). Predicting literacy achievement in young English language learners: A question of language proficiency or of learning difficulty? Australian Journal of Learning Difficulties, 17, 17-34. doi:10.1080/19404158.2012.665376
Reynolds, K., Stephenson, J., & Beaman, R. (2011). Teacher perceptions of non- compliance in rural primary schools in NSW. Rural Education in Australia, 21(2), 105-124.
Lee, L. W., & Wheldall, K. (2011). Acquisition of Malay word recognition skills: Lessons from low progress early readers. Dyslexia, 17, 19-37. doi:10.1002/dys.421
Limbrick, L., Wheldall, K., & Madelaine, A. (2011). Why do more boys than girls have a reading disability? A review of the evidence. Australasian Journal of Special Education, 35, 1-24. doi:10.1375/ajse.35.1.1
Reynolds, M., Wheldall, K., & Madelaine, A. (2011). What recent reviews tell us about the efficacy of reading interventions for struggling readers in the early years of schooling. International Journal of Disability, Development and Education, 58, 257-286. doi:10.1080/1034912X.2011.598406
Reynolds, M., Wheldall, K., & Madelaine, A. (2011). Early identification of young struggling readers: Preliminary benchmarks for intervention for students in years one and two in schools in New South Wales. Australian Journal of Learning Difficulties, 16, 127-143. doi:10.1080/19404158.2011.586711
Wheldall, K. (2011). The fruits of the seasons: personal editorial reflections 30 years on. Educational Psychology, 31, 737-777. doi:10.1080/01443410.2011.622866
Limbrick, L., Madelaine, A., & Wheldall, K. (2011). Gender differences in oral reading fluency: Are there implications for identifying low-progress readers. Special Education Perspectives, 20(2), 5-23.
Reynolds, M., Wheldall, K., & Madelaine, A. (2010). An experimental evaluation of the efficacy of an intervention for young struggling readers in year one. Special Education Perspectives, 19(2), 35-57.
Wheldall, K., Beaman, R., & Langstaff, E. (2010). ‘Mind the gap’: Effective literacy instruction for indigenous low-progress readers. Australasian Journal of Special Education, 34, 1-16. doi:10.1375/ajse.34.1.1
Wheldall, K., & Limbrick, L. (2010). Do more boys than girls have reading problems? Journal of Learning Disabilities, 43, 418-429. doi:10.1177/0022219409355477
Reynolds, M., Wheldall, K., & Madelaine, A. (2010). Components of effective early reading interventions for young struggling readers. Australian Journal of Learning Difficulties, 15, 171-192.
Limbrick, L., Wheldall, K., & Madelaine, A. (2010). Estimating gender ratios for poor reading using large-scale assessments. Australian Journal of Education, 54, 190-222.
Reynolds, M., Wheldall, K. & Madelaine, A. (2009). The devil is in the detail regarding the efficacy of Reading Recovery: A rejoinder to Schwartz, Hobsbaum, Briggs, and Scull. International Journal of Disability, Development and Education, 56, 17-35.
Reynolds, M., Wheldall, K. & Madelaine, A. (2009). Building the WARL: The development of the Wheldall Assessment of Reading Lists, a curriculum-based measure designed to identify young struggling readers and monitor their progress. Australian Journal of Learning Difficulties, 14, 89-111.
Lee, L. W., Wheldall, K., Beaman, R., & Madelaine, A. (2009). A conceptual framework for remedial reading instruction for low progress early readers in the Malay language. Asia Pacific Journal of Speech, Language and Hearing, 12, 57-70.
Lee, L. W., & Wheldall, K. (2009). An examination of the simple view of reading among beginning readers in Malay. Reading Psychology, 30, 250-264.
Wheldall, K. (2009). Effective instruction for socially disadvantaged low-progress readers: The Schoolwise program. Australian Journal of Learning Difficulties, 14, 151-170.
Stephenson, J. & Wheldall, K. (2008). Miracles take a little longer: Science, commercialisation, cures and the Dore program. Australasian Journal of Special Education, 32, 67-82.
Carter, M. & Wheldall, K. (2008). Why can’t a teacher be more like a scientist? Science, pseudoscience and the art of teaching. Australasian Journal of Special Education, 32, 5-21.
Limbrick, L., Wheldall, K., & Madelaine, A. (2008). Gender ratios for reading disability: Are there really more boys than than girls who are low-progress readers? Australian Journal of Learning Difficulties, 13, 161-179.
Sharma, M., Purdy, S.C., Newall, P., Wheldall, K., & Beaman, R. (2007). Refractory effects on auditory evoked responses in children with reading disorder. NeuroReport, 18, 133-6.
Stephenson, J., Carter, M., & Wheldall, K. (2007). Still jumping on the balance beam: Continued use of perceptual motor programs in Australian schools. Australian Journal of Education, 51, 6-18.
Reynolds, M., & Wheldall, K. (2007). Reading Recovery twenty years down the track: Looking forward, looking back. International Journal of Disability, Development and Education, 54, 199-223.
Beaman, R., Wheldall, K., & Kemp, C. (2007). Recent research on troublesome classroom behaviour: A review. Australian Journal of Special Education, 31, 45-60.
Reynolds, M., Wheldall, K., & Madelaine, A. (2007). Developing a ramp to reading for at-risk year one students: A preliminary pilot study. Special Education Perspectives, 16, 39-69.
Sharma, M., Purdy, S. C., Wheldall, K., Newall, P., & Beaman, R. (2007). An auditory basis for reading disability in some children? ACQuiring Knowledge in Speech, Language and Hearing, 9(2), 56-59.
Tan, K., Wheldall, K., Madelaine, A. & Lee, L. W. (2007). A review of the simple view of reading: Decoding and linguistic comprehension skills of low progress readers. Australian Journal of Learning Disabilities, 12, 19-30.
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. Australian Journal of Special Education, 31, 147-158.
Ellis, L., Wheldall, K., & Beaman, R. (2007). The research locus and conceptual basis for MULTILIT: why we do what we do. Australian Journal of Learning Disabilities, 12, 61-65.
Reynolds, M., Wheldall, K, & Madelaine, A. (2007). ‘Meeting Initial Needs In Literacy’ (MINILIT): A ramp to MULTILIT for younger low-progress readers. Australian Journal of Learning Disabilities, 12, 67-72.
Beaman, R., Wheldall, K., & Kemp, C. (2006). Differential teacher attention to boys and girls in the classroom. Educational Review, 58, 339-366.
Pearce, S., Wheldall, K., & Madelaine, A. (2006). MULTILIT book levels: Towards a new system for levelling texts. Special Education Perspectives, 15, 38-56.
Sharma, M., Purdy, S. C., Newall, P., Wheldall, K., Beaman, R., & Dillon, H. (2006). Electrophysiological and behavioral evidence of auditory processing deficits in children with reading disorder. Clinical Neurophysiology, 117, 1130-1144.
Wheldall, K., & Madelaine, A. (2006). The development of a passage reading test for the frequent monitoring of performance of low-progress readers. Australasian Journal of Special Education, 30, 72-85.
Wheldall, K. (2006). A response to Stuart. Psychology of Education Review, 30(2), 38-41.
Wheldall, K., & Madelaine, A. (2006). Tracking the performance of low-progress readers: An example of the WARP in action. Education Today, 56(3), 14-18.
Madelaine, A., & Wheldall, K. (2005). Identifying low-progress readers: Comparing teacher judgment with a curriculum-based measurement procedure. International Journal of Disability, Development and Education, 52, 33-42.
Pogorzelski, S., & Wheldall, K. (2005). The importance of phonological processing skills for older low-progress readers. Educational Psychology in Practice, 21, 1-22.
Wheldall, K. (2005). When will we ever learn? Educational Psychology, 25, 573-584.
Wheldall, K., & Limbrick, L. (2005). “I can hardly believe it has turned out like this”: A lighthouse school for boys’ education. Education Today, 55(1), 4-13.
Anderson, A., & Wheldall, K. (2004). The who, what, where, when and why of self-monitoring of behaviour by students with disabilities. Australasian Journal of Special Education, 28(2), 30-64.
Madelaine, A., & Wheldall, K. (2004). Teachers’ reactions to curriculum-based passage reading test data. Special Education Perspectives, 13(1), 55-65.
Madelaine, A., & Wheldall, K. (2004). Curriculum-based measurement of reading: Recent advances. International Journal of Disability, Development and Education, 51, 57-82.
Sharma, M., Purdy, S. C., Newall, P., Wheldall, K., Beaman, R., & Dillon, H. (2004). Effects of identification technique, extraction method, and stimulus type on mismatch negativity in adults and children. Journal of the American Academy of Audiology, 15, 616-632.
Wheldall, K., & Watkins, R. (2004). Literacy levels of male juvenile justice detainees. Educational Review, 56, 3-11.
Anderson, A., & Wheldall, K. (2003). Using self-monitoring to increase the on-task behaviour of three students with disabilities during independent work. Australasian Journal of Special Education, 27, 3-17.
Madelaine, A., & Wheldall, K, (2003). Can teachers discriminate low-progress readers from average readers in regular classes? Australian Journal of Learning Disabilities, 8(3), 4-7.
Sharma, M., Purdy, S. C., Newall, P., Wheldall, K., Beaman, R., & Dillon, H. (2003). Auditory evoked potentials in children with reading problems show abnormal auditory processing. In C. Williams and S. Leitao (Eds.), Nature, nurture, knowledge: Proceedings of the 2003 Speech Pathology Australia national conference. Melbourne: Speech Pathology Australia.
Wheldall, K., & Pogorzelski, S. (2003). Is the PhAB really fab? The utility of the Phonological Assessment Battery in predicting gains made by older low-progress readers following two terms of intensive literacy instruction. Educational Psychology, 23, 569-590.
Madelaine, A., & Wheldall, K, (2002). Establishing tentative norms and identifying gender differences in performance for a new passage reading test. Australian Journal of Learning Disabilities, 7(1), 40-45.
Madelaine, A., & Wheldall, K. (2002). Further progress towards a standardised curriculum-based measure of reading: Calibrating a new passage reading test against the New South Wales Basic Skills Test. Educational Psychology, 22, 461-470. Also republished in Australian Journal of Learning Difficulties, 11, 87-94.
Madelaine, A., & Wheldall, K. (2002). A comparison of two quick methods for identifying low-progress readers: Teacher judgement versus curriculum-based measurement. Australasian Journal of Special Education, 26, 32-47.
Pogorzelski, S., & Wheldall, K. (2002). Do differences in phonological processing performance predict gains made by older low-progress readers following intensive literacy intervention? Educational Psychology, 22, 413-427.
Wheldall, K. (2002). Lighting the way in special education. Educational Psychology, 22, 367-370.
Sharma, M., Purdy, S.C., Newall, P., Wheldall, K., & Beaman, R. (2002). Discriminative auditory cortical evoked potentials to tonal and speech stimuli in adults and school-aged children. Australian and New ZealandJournal of Audiology, 23(2), 143-4. (XXVI International Congress of Audiology and Joint Conference of the Audiological Society of Australia and the New Zealand Audiological Society, Melbourne, 17-22 March 2002) (published abstract).
Shute, B., & Wheldall, K. (2001). How do grandmothers speak to their grandchildren? Fundamental frequency and temporal modifications in the speech of British grandmothers to their grandchildren. Educational Psychology, 21, 493-503.
Beaman, R., & Wheldall, K. (2000). Teachers’ use of approval and disapproval. Educational Psychology, 20, 431-446.
Wheldall, K. (2000). Does Rainbow repeated reading add value to an intensive literacy intervention program for low-progress readers? An experimental evaluation. Educational Review, 52, 29-36.
Wheldall, K., & Madelaine, A. (2000). A curriculum-based passage reading test for monitoring the performance of low-progress readers: The development of the WARP. International Journal of Disability, Development and Education, 47. 371-382.
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