Wheldall, K. (2017, April). Weighing the pig: An update on the WARP and WARL progress monitoring. MultiLit Moments, 4.
Snow, P., Castles, A., Wheldall, K., & Coltheart, M. (2017). Why Australia should trial the new phonics screening check. Learning Difficulties Australia Bulletin, 49(1), 4-5.
Wheldall, K., Snow, P., & Graham, L. (2017). Explainer: What does the term ‘synthetic phonics’ really mean? Learning Difficulties Australia Bulletin, 49(1), 6-7.
Wheldall, K. (2017, October). Crap detecting for beginners. MultiLit Moments, 3.
Wheldall, K., de Lemos, M., & Wright, C. (2017). What’s age got to do with reading? Learning Difficulties Australia Bulletin, 49(2), 19-22.
Wheldall, R. (2017, December). Prevention is better than cure: Introducing InitiaLit-Foundation. MultiLit Moments, 3.
Snow, P., Castles, A., Wheldall, K., & Coltheart, M. (2016). Why Australia should trial the new phonics screening check. The Conversation, December 2, 2016.
Wheldall, K. (2016). How to teach literacy so no child is left behind. The Conversation, November 7, 2016.
Watkins, R., & Wheldall, K. (2016). How to make sure that MultiLit does not work. MultiLit Moments, November 2016, 4.
Wheldall, R. (2016). Armidale Diocese receives educational award. MultiLit Moments, November 2016, 3.
Wheldall, K., & Wheldall, R. (2016). Why we developed InitiaLit. MultiLit Moments, November 2016, 2.
Wheldall, R. (2016). Advance Australia fair. MultiLit Moments, July 2016, 4.
Wheldall, R. (2016). Who did he get? MultiLit Moments, July 2016, 3.
Wheldall, K., & Wheldall, R. (2016). How do we reach the hard to teach. MultiLit Moments, July 2016, 2.
Wheldall, R., & Wheldall, K. (2016). Research briefing: Is PreLit effective for Kindy kids. MultiLit Moments, July 2016, 3.
Wheldall, K. (2016). RIP Neale Analysis of Reading Ability. MultiLit Moments, July 2016, 2.
Marinus, E., & Wheldall, K. (2016). Spacing of letters, not shape of letters, slightly increases reading speed of those with dyslexia. The Conversation, June 22, 2016.
Wheldall, K. (2016). Book review: ‘The course of love’ by Alain de Botton. Nomanis, 1 (1), 23.
Wheldall, K. (2016). Editorial: Welcome to Nomanis. Nomanis, 1 (1), 4.
Wheldall, K., & Marinus, E. (2016). Do dyslexics need Dyslexie? Learning Difficulties Australia Bulletin, 48 (3), 22-23. Also in Nomanis, 1(1), 21-22.
Castles, A., Wheldall, K., & Nayton, M. (2016). Should we do away with ‘dyslexia’? The Conversation, March 20, 2016.
Wheldall, K. (2016). Minister, reading recovery needs more than Reading Recovery. Learning Difficulties Australia Bulletin, 48(1), 16-17. Also in MultiLit Moments, March 2016, 1-2.
Wheldall, K. (2015). Another brick in the WARL. MultiLit Moments, April, 2.
Wheldall, K. (2014). Vital signs. Bulletin of Learning Difficulties Australia, 47(1), 12-13.
Wheldall, K., & Wheldall, R. (2014). The story of MultiLit: Effective instruction for low-progress readers. Perspectives on Language and Literacy, 40, 32-39.
Wheldall, K., Castles, A., & Nayton, M. (2014). Should we dispense with the D word? Bulletin of Learning Difficulties Australia, 46(1 & 2), 7-9. (Edited version also published as ‘Should we do away with ‘dyslexia’?’ in The Conversation, 20/4/2014).
Wheldall, K. (2014). Preparing pre-school children for learning to read. Bulletin of Learning Difficulties Australia, 46(3), 21.
Wheldall, R., & Wheldall, K. (2014). ‘To e or not to e’: Improving spelling instruction. MultiLit Moments, December 2014, 1- 2.
Stephenson, J., Carter, M., & Wheldall, K. (2014). MUSEC Briefing No. 40. Is it a scam? Sydney: Macquarie University Special Education Centre.
Wheldall, K. (2014). On Marx, parking fines and Positive Teaching. MultiLit Moments, August, 1.
Wheldall, K., Stephenson, J., & Carter, M. (2014). MUSEC Briefing No. 39. What is direct instruction? Sydney: Macquarie University Special Education Centre.
Wheldall, K. (2014). Vital signs in reading. MultiLit Moments, May, 1, 3.
Wheldall, R. (2014). Lessons from the nursery… MultiLit Moments, May, 4.
Wheldall, K. (2013). Neuromyths: ‘A little learning is a dangerous thing’. Learning Difficulties Australia Bulletin, 45(1), 4-5.
Wheldall, K. (2013). What’s wrong with what works? Learning Difficulties Australia Bulletin, 45(1), 24-25.
Wheldall, K. (2013). Small bangs for big bucks: The long-term efficacy of Reading Recovery. Learning Difficulties Australia Bulletin, 45(2), 19-20.
Wheldall, K. (2013). PIRLS before swine: Or why Australia sucks at reading. Learning Difficulties Australia Bulletin, 45(2), 12-13. (Also in MultiLit Moments, April 2013, 3.)
Wheldall, K. (2013). Ensuring that (almost) all children learn to read. Professional Educator, 2013, 7-11.
Wheldall, K. (2013). The three-tier model will turn children into proficient readers. MultiLit Moments, September, 2.
Wheldall, R. (2013). The need for NAPLAN. MultiLit Moments, September, 3.
Wheldall, K. (2013). PIRLS before swine. MultiLit Moments, April, 3.
Wheldall, K. (2012). The three tier model will turn children into proficient readers. The Australian, December 22.
Wheldall, R. (2012). Tiger by the tail. MultiLit Moments, December, 2.
Wheldall, K. (2012). ‘Tis the season … for school reports. MultiLit Moments, December, 4.
Wheldall, K. (2012). Neuromyths: ‘A little learning is a dangerous thing’. MultiLit Moments, December, 3.
Buckingham, J., Wheldall, K., & Wheldall, R. (2012). An evaluation of a tier two small group ‘MiniLit’ intervention for young struggling readers: A randomised control trial. Learning Difficulties of Australia Bulletin, 44 (3&4), 26-27.
Wheldall, K. (2012). Latest NAPLAN results: No change. Learning Difficulties of Australia Bulletin, 44(3&4), 28.
Wheldall, K. (2012). Preparing pre-school children for learning to read. MultiLit Moments, October, 3.
Wheldall, K. (2012). As easy as IKEA. MultiLit Moments, June, 3. Also in Learning Difficulties of Australia Bulletin, 44(3&4), 28.
Wheldall, K. (2012). MUSEC Briefing No. 33. Behavioural Optometry. Sydney: Macquarie University Special Education Centre.
Wheldall, K. (2011). Ensuring that all children learn to read. Learning Difficulties Australia Bulletin, 43(1), 5-8.
Wheldall, K., (2011). MUSEC Briefing No. 30. Learning styles. Sydney: Macquarie University Special Education Centre.
Wheldall, K., Beaman, R., & Stephenson, J. (2010). MUSEC Briefing No. 24. Specific and contingent teacher praise. Sydney: Macquarie University Special Education Centre. Also in MultiLit Moments, December, 2.
Wheldall, K., (2010). MUSEC Briefing No. 25. Strategic use of classroom seating. Sydney: Macquarie University Special Education Centre.
Wheldall, K., Beaman, R., & Madelaine, A. (2010). Choosing effective programs for low-progress readers. MULTILIT Moments, March, 2.
Wheldall, K., & Madelaine, A. (2009). Editorial:Assessment for effective literacy instruction with low-progress students. Australian Journal of Learning Difficulties, 14, 1-2.
Madelaine, A. & Wheldall, K. (2009). MUSEC Briefing No. 17. Response to intervention. Sydney: Macquarie University Special Education Centre. And in Learning Difficulties Australia Bulletin,41(1), 9.
Wheldall, K., Stephenson, J., & Carter, M. (2009). MUSEC Briefing No. 18. Explicit instruction for students with special learning needs. Sydney: Macquarie University Special Education Centre. Also in Learning Difficulties Australia Bulletin, 41(3&4), 6.
Wheldall, K., Beaman, R., & Madelaine, A. (2009). MUSEC Briefing No. 21. Choosing effective programs for low-progress readers. Sydney: Macquarie University Special Education Centre.
Wheldall, K. (2009). A matter of balance. MULTILIT Moments, March, 1. And in Learning Difficulties Australia Bulletin, 41(1), 16.
Wheldall, K. (2009). Magic glasses. MULTILIT Moments, September, 2. And in Learning Difficulties Australia Bulletin, 42(1), 19.
Wheldall, K. (2009). What is response to intervention? MULTILIT Moments, September, 3.
Wheldall, K. (2009). A non-categorical approach to teaching low-progress readers. Learning Difficulties Australia Bulletin, 41(3&4), 13-15.
Wheldall, K., & Carter, M. (2008). Editorial: A scientific approach to special education. Australasian Journal of Special Education, 32, 1-4.
Wheldall, K. (2007). Turning a blind eye to Nelson. Learning Difficulties Australia Bulletin, 39(1), 1-2.
Wheldall, K. (2007). Efficacy of educational programs and interventions. Learning Difficulties Australia Bulletin, 39(1), 3-4.
Wheldall, K. (2007). Typecast. Learning Difficulties Australia Bulletin, 39(2&3), 1-2.
Wheldall, K. (2007). What’s wrong with me? Learning Difficulties Australia Bulletin, 39(2&3), 12-13.
Wheldall, K., & Reynolds, M. (2007). MUSEC Briefing No. 3: Reading Recovery for young struggling readers. Special Education Perspectives, 16(1), 18.
Wheldall, K. (2007). Who’s for coffee? Learning Difficulties Australia Bulletin, 39(4), 14.
Wheldall, K. (2007). President’s report to LDA AGM. Learning Difficulties Australia Bulletin, 39(4), 17.
Wheldall. K. (2006). Kevin Wheldall: Positive uses of behaviourism. In D. McInerney and V. McInerney, Educational psychology: Constructing learning (fourth edition). Sydney: Pearson – Prentice Hall.
Stephenson, J. & Wheldall, K. (2006). MUSEC Briefing No. 5. Braingym. Bulletin of Learning Difficulties Australia, 38(1), 17.
Stephenson, J. & Wheldall, K. (2006). MUSEC Briefing No. 6. Knowing what works. Bulletin of Learning Difficulties Australia, 38 (1), 17.
Wheldall. K. (2006). Phonics for freedom. Bulletin of Learning Difficulties Australia, 38(2), 9. Also in Speld News, 38(2), 6-7.
Wheldall. K. (2006). Between the lines. Sydney’s Child, 17(8), 54-55. (Also in Melbourne’s Child, 13(11), 26-27.)
Wheldall. K. (2006). Words in my ear. Bulletin of Learning Difficulties Australia, 38(1), 8.
Wheldall. K. (2006). Opponents have got it wrong on phonics. Sydney Morning Herald, 10/4/2006, 9.
Wheldall. K. (2006). The state of contemporary educational research. Bulletin of Learning Difficulties Australia, 38(2) 5-6.
Wheldall, K. (2006). Editorial. Australian Journal of Learning Disabilities, 11(4), 155. [Published in June 2007]
Wheldall, K., de Lemos, M., Coltheart, M. (2005). The origins of the Nelson Report and its main findings. Australian Journal of Learning Disabilities, 11(3&4), 2-4.
Wheldall, K. (2005). Is phonics fascist? Directions in Education, 14(1), 2. Also in Bulletin of Learning Difficulties Australia, 37(1), 7.
Wheldall, K. (2005). What teachers read. Bulletin of Learning Difficulties Australia, 37(1), 7.
Wheldall, K. (2004). Phonics not an ‘F’ word. Directions in Education, 13(4), 3.
Wheldall, K. (2004). From a foreign country: Reflections on the psychology of education. Psychology of Education Review, 28(2), 14-15.
Wheldall, K., & Siegel, L. (2004). Reading science comes of age. Educational Psychology, 24, 723-725.
Wheldall, K & Coltheart, M. (2004). Don’t mention the reading wars. Macquarie News, June 2004, 15. (Also published as: Reading wars? The Teacher, August, 22.)
Wheldall, K. (2004). Reading Recovery and reading science. Bulletin of Learning Difficulties Australia, 36(4), 4-5.
Wheldall, K. (2003). Making up lost time in literacy. Education Horizons, 7(4), 14-15.
Wheldall, K., & Beaman, R. (2003). MULTILIT for boys: Meeting the needs of older low-progress readers. Educare News, April, 135, 6-12.
Wheldall, K. (2003). Defining disability by magic numbers. Macquarie University News, April, 13.
Wheldall, K. (2003). Effective support for older low-progress readers: the role of MULTILIT. NSW Education Magazine, Term 2, 5-6.
Wheldall, K. & Beaman, R. (2002). MULTILIT for boys: Meeting the needs of older low-progress readers. Boys in Schools Bulletin, 5(3),14-17.
Wheldall, K. (2001). The more things change. Education Review, April/May, 17.
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