Wheldall, K., Wheldall, R., & Buckingham, J. (submitted). A non-categorical approach to teaching low-progress readers in the primary school.
Wheldall, K., Wheldall, R., Madelaine, A., Reynolds, M., Arakelian, S, & Kohnen, S. (2019). ‘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. In J. Rennie & H. Harper (Eds.), Literacy Education and Indigenous Australians: Theory, Research and Practice (Vol. 19, pp. 221-246). Springer Singapore. https://doi.org/10.1007/978-981-13-8629-9
Buckingham, J., Wheldall, R., & Wheldall, K. (2019). Systematic and explicit phonics instruction: A scientific, evidence-based approach to teaching the alphabetic principle. In R. Cox, S. Feez & L. Beveridge (Eds.), The alphabetic principle and beyond (pp. 49-67). Primary English Teaching Association Australia. http://www.petaa.edu.au/imis_prod/w/Store/Item_Detail.aspx?iProductCode=PET119E&Category=DIGITAL
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 (2nd ed., 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 (2nd ed., 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 (2nd ed., pp. 153-180). London: Routledge.
Wheldall, K., & Bradd, L. (2010). Classroom seating arrangements and classroom behaviour. In K. Wheldall (Ed.), Developments in educational psychology (2nd ed., pp. 181-195). London: Routledge.
Madelaine, A., & Wheldall, K. (2010). Teacher judgment of reading performance. In K. Wheldall (Ed.), Developments in educational psychology (2nd ed., pp. 196-216). London: Routledge.
Wheldall. K. (2006). Kevin Wheldall: Positive uses of behaviourism. In D. McInerney and V. McInerney, Educational psychology: Constructing learning (4th ed.). Sydney: Pearson – Prentice Hall.
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.
Click here to return to research publications.
