Buckingham, J. (2019, July 13). Literacy crisis: Case of the missing ‘five big ideas’. The Australian, p. 16.
Buckingham, J. (2019, June 26). FIVE from FIVE campaign: Summary of AASE talk. AASE NSW Chapter Newsletter. AASE.
Wheldall, K. (2019, July 23). ‘When two tribes go to war’: The reading debate explained. Sydney Morning Herald. Retrieved from: https://www.smh.com.au/education/when-two-tribes-go-to-war-the-reading-debate-explained-20190619-p51z6d.html
Wheldall, K. (2019, June). Editorial: When two tribes go to war… Nomanis, 7, p. 4-5.
Buckingham, J., & Castles, A. (2019, June). Learning to read and explicit instruction. Nomanis, 7, p. 18-20.
Pogorzelski, S., & Wheldall, R. (2019, June). Explainer: What’s the difference between decodable and predictable books, and when should they be used? Nomanis, 7, p. 24-25.
Wheldall, K. (2019, June). Starting off on the right foot for reading. Nomanis, 7, p. 30-33.
Bell, N. (2019, June). Book review: Reading for life. Nomanis, 7, p. 36.
Madelaine, A. (2019, June). Book review: The truth about teaching: An evidence-informed guide for new teachers. Nomanis, 7, p. 37-38.
Buckingham, J. (2019, May 15). Strong case for phonics check for Year 1 students. The Daily Telegraph. Retrieved from: https://www.dailytelegraph.com.au/news/opinion/jennifer-buckingham-strong-case-for-phonics-check-for-year-1-students/news-story/9d756a5833825c434573b0399e46e97c.
Buckingham, J., & Castles, A. (2019, May 6). Learning to read and explicit instruction. ACER Teacher Magazine. Retrieved from: https://www.teachermagazine.com.au/articles/learning-to-read-and-explicit-teaching.
Wheldall, K. (2018, November). What’s the rush? Nomanis, 6, 4-5.
Bell, N. (2018, November). Finding meaning in a word. Nomanis, 6, 23-24.
Wheldall, K., & Carter, M. (2018, November). Nomanis Notes: Is the concept of learning styles useful? Nomanis, 6, 31.
Wheldall, K. (2018, July). Herding cats – Reflections on conducting randomised control trials in schools. Nomanis, 5, 4-5.
Buckingham, J., & Wheldall, K. (2018, July). South Australia’s trial of England’s year one phonics check: Why we need it. Nomanis, 5, 8-9.
Wheldall, R. (2018, July). Achieving whole-school support for students with learning difficulties: 10 things to consider. Nomanis, 5, 14-16.
Wheldall, R. (2017, December). Prevention is better than cure: Introducing InitiaLit-Foundation. MultiLit Moments, 3.
Wheldall, K. (2017, October). Crap detecting for beginners. MultiLit Moments, 3.
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., de Lemos, M., & Wright, C. (2017). What’s age got to do with reading? Learning Difficulties Australia Bulletin, 49(2), 19-22.
Snow, P., Castles, A., Wheldall, K., & Coltheart, M. (2016, December 2). Why Australia should trial the new phonics screening check. The Conversation. Retrieved from: https://theconversation.com/why-australia-should-trial-the-new-phonics-screening-check-69717.
Wheldall, K. (2016, November 7). How to teach literacy so no child is left behind. The Conversation. Retrieved from: https://theconversation.com/how-to-teach-literacy-so-no-child-is-left-behind-4338.
Watkins, R., & Wheldall, K. (2016, November). How to make sure that MultiLit does not work. MultiLit Moments, 4.
Wheldall, R. (2016, November). Armidale Diocese receives educational award. MultiLit Moments, 3.
Wheldall, K., & Wheldall, R. (2016, November). Why we developed InitiaLit. MultiLit Moments, 2.
Wheldall, R. (2016, July). Advance Australia fair. MultiLit Moments, 4.
Wheldall, R. (2016, July). Who did he get? MultiLit Moments, 3.
Wheldall, K., & Wheldall, R. (2016, July). How do we reach the hard to teach. MultiLit Moments, 2.
Wheldall, R., & Wheldall, K. (2016, July). Research briefing: Is PreLit effective for Kindy kids. MultiLit Moments, 3.
Wheldall, K. (2016, July). RIP Neale Analysis of Reading Ability. MultiLit Moments, 2.
Marinus, E., & Wheldall, K. (2016, June 22). Spacing of letters, not shape of letters, slightly increases reading speed of those with dyslexia. The Conversation. Retrieved from: https://theconversation.com/spacing-of-letters-not-shape-of-letters-slightly-increases-reading-speed-of-those-with-dyslexia-59316
Wheldall, K. (2016). Book review: ‘The course of love’ by Alain de Botton. Nomanis, 1, 23.
Wheldall, K. (2016). Editorial: Welcome to Nomanis. Nomanis, 1, 4.
Wheldall, K., & Marinus, E. (2016). Do dyslexics need Dyslexie? Learning Difficulties Australia Bulletin, 48(3), 22-23. Also in Nomanis, 1, 21-22.
Castles, A., Wheldall, K., & Nayton, M. (2016, March 20). Should we do away with ‘dyslexia’? The Conversation. Retrieved from: https://theconversation.com/should-we-do-away-with-dyslexia-24027
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, April). Another brick in the WARL. MultiLit Moments, 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, April 20 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, December). ‘To e or not to e’: Improving spelling instruction. MultiLit Moments, 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, August). On Marx, parking fines and Positive Teaching. MultiLit Moments, 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, May). Vital signs in reading. MultiLit Moments, 3.
Wheldall, R. (2014, May). Lessons from the nursery… MultiLit Moments, 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.
Wheldall, K. (2013). Ensuring that (almost) all children learn to read. Professional Educator, 7-11.
Wheldall, K. (2013, September). The three-tier model will turn children into proficient readers. MultiLit Moments, 2.
Wheldall, R. (2013, September). The need for NAPLAN. MultiLit Moments, 3.
Wheldall, K. (2013, April). PIRLS before swine. MultiLit Moments, 3.
Wheldall, K. (2012, December 22). The three tier model will turn children into proficient readers. The Australian. Retrieved from: https://www.theaustralian.com.au/national-affairs/opinion/the-three-tier-model-will-turn-children-into-proficient-readers/news-story/31734ebf1f3b6cabd8b2723bb85a8532.
Wheldall, R. (2012, December). Tiger by the tail. MultiLit Moments, 2.
Wheldall, K. (2012, December). ‘Tis the season … for school reports. MultiLit Moments, 4.
Wheldall, K. (2012, December). Neuromyths: ‘A little learning is a dangerous thing’. MultiLit Moments, 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, October). Preparing pre-school children for learning to read. MultiLit Moments, 3.
Wheldall, K. (2012, June). As easy as IKEA. MultiLit Moments, 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 2010.
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, March). Choosing effective programs for low-progress readers. MULTILIT Moments, 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, March). A matter of balance. MULTILIT Moments, 1. And in Learning Difficulties Australia Bulletin, 41(1), 16.
Wheldall, K. (2009, September). Magic glasses. MULTILIT Moments, 2. And in Learning Difficulties Australia Bulletin, 42(1), 19.
Wheldall, K. (2009, September). What is response to intervention? MULTILIT Moments, 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.
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, April 10). Opponents have got it wrong on phonics. Sydney Morning Herald, p. 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.
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