Wheldall, K. & Beaman, R. (2011). Effective instruction for older low-progress readers: Meeting the needs of indigenous students. In C. Wyatt-Smith, J. Elkins & S. Gunn (Eds.), Multiple perspectives on difficulties in learning literacy and numeracy (pp. 255-273). New York: Springer.
Wheldall, K. (2010). When will we ever learn? Or the elephant in the classroom. In K. Wheldall (Ed.), Developments in educational psychology (second edition) (pp. 1-13). London: Routledge.
Beaman, R., Wheldall, K., & Kemp, C. (2010). Recent research on troublesome classroom behaviour. In K. Wheldall (Ed.), Developments in educational psychology (second edition) (pp. 135-152). London: Routledge.
Beaman, R., & Wheldall, K. (2010). Teachers’ use of approval and disapproval in the classroom. In K. Wheldall (Ed.), Developments in educational psychology (second edition) (pp. 153-180). London: Routledge.
Wheldall, K., & Bradd, L. (2010). Classroom seating arrangements and classroom behaviour. In K. Wheldall (Ed.), Developments in educational psychology (second edition) (pp. 181-195). London: Routledge.
Madelaine, A., & Wheldall, K. (2010). Teacher judgment of reading performance. In K. Wheldall (Ed.), Developments in educational psychology (second edition) (pp. 196-216). London: Routledge.
Wheldall, K. (2006). When will we ever learn? In K. Wheldall (Ed.), Developments in educational psychology: How far have we come in 25 years? (pp. 1-12). London:Routledge.
Center, Y., Wheldall, K., & Freeman, L. (2004). Evaluating the effectiveness of reading recovery: A critique. In D. Wray D (ed.) Literacy: Major themes in education volume 2. Reading: Processes and teaching (pp. 220-234). London: Routledge.
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