Professor Kevin Wheldall

Professor Kevin Wheldall

MUSEC - Kevin Wheldall photo 2013 

Title: Emeritus Professor and Director of MULTILIT Research Unit
Email: kevin.wheldall@mq.edu.au

Introduction

Professor Kevin Wheldall is an Emeritus Professor of Macquarie University. Prior to his retirement at the end of 2011, he served as Professor and Director of Macquarie University Special Education Centre (MUSEC) for over twenty years. In 1995, he established the MultiLit (Making Up Lost Time In Literacy) Initiative, to research and develop intensive literacy interventions for low-progress readers. The MultiLit Initiative has attracted over $12 million in research and research consultancy income since 1996. Since 2006, Wheldall has also been the Director of the MultiLit Research Unit and Director and Chairman of the Board of MultiLit Pty Ltd, a university spin-off company. On Australia Day 2011, he was appointed a Member (AM) in the Order of Australia "for service to education as an academic and researcher, particularly in the areas of learning and behavioural difficulties, and through the design and implementation of innovative literacy programs".

Research Interests

  • Classroom behaviour management and Positive Teaching.
  • Reading assessment and the development of measures of reading progress.
  • Effective reading instruction for low-progress readers and the development and evaluation of research-based intensive literacy programs.
  • Identification of the key variables predicting success for intensive literacy interventions.
  • Response to intervention.

Community Outreach

Provision of the MULTILIT 'Schoolwise' Program for low-progress readers for the Exodus Foundation Tutorial Centre, Ashfield since 1996.

Provision of MULTILIT programs for low-progress indigenous students in Cape York since 2005, working with Cape York Partnerships.

Publications

YearCitation
2015Buckingham, 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.org/10.1080/2331186X.2014.962786
2014Wheldall, K., & Wheldall, R. (2014). The story of MultiLit: Effective instruction for low-progress readers. Perspectives on Language and Literacy, 40 (3), 32-39.
2014Buckingham, J., Beaman, R., & Wheldall, K. (2014). Why poor children are more likely to become poor readers: the early years. Educational Review, 66, 428-446. DOI:10.1080/00131911.2013.795129
2013Buckingham, 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
2013Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2013). Why Jayden can't read: The triumph of ideology over evidence in teaching reading. Policy, 29(3), 21-32.
2012Buckingham, J., Beaman-Wheldall, R., & Wheldall, K. (2012). A randomised control trial of a MultiLit small group intervention for older low-progress readers. Effective Education, 4(1), 1-26. doi: 10.1080/19415532.2012.722038
2012Limbrick, 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
2012Limbrick, 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
2012Buckingham, J., Wheldall, K., & Beaman, R. (2012). A randomised control trial of a Tier Two small group intervention for young struggling readers. The Australian Journal of Learning Difficulties, 17, 79-99. doi: 10.1080/19404158.2012.717537
2011Wheldall, K. (2011). The fruits of the seasons: Personal editorial reflections 30 years on. Educational Psychology, 31, 773-777. doi: 10.1080/01443410.2011.622866
2011Reynolds, 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. Australasian Journal of Learning Difficulties, 16, 127-143. doi: 10.1080/19404158.2011.586711
2011Limbrick, L., Madelaine, A., & Wheldall, K. (2011). Gender differences in oral reading fluency: Implications for identifying low-progress readers. Special Education Perspectives, 20, 5-23.
2011Limbrick, 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
2011Reynolds, 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
2011Lee, 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
2011Wheldall, 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. New York: Springer.
2011Limbrick, L., Wheldall, K., & Madelaine, A. (2011). Estimating gender ratios for poor reading using large-scale assessments. Australian Journal of Education, 54, 190-222.
2010Wheldall, K. (Ed.) (2010). Developments in educational psychology (2nd edn.). London: Routledge.
2010Reynolds, M., Wheldall, K., & Madelaine, A. (2010). Components of effective early reading interventions for young struggling readers. Australian Journal of Learning Difficulties, 15, 171-192.
2010Wheldall, K., & Limbrick, L. (2010). Do more boys than girls have reading problems? Journal of Learning Disabilities, 43, 418-429.
2010Wheldall, K. (2010). When will we ever learn? Or the elephant in the classroom. In K. Wheldall (Ed.), Developments in educational psychology (2nd edn.). London: Routledge.
2010Beaman, R., & Wheldall, K. (2010). Teachers' use of approval and disapproval in the classroom. In K. Wheldall (Ed.), Developments in educational psychology (2nd edn). London: Routledge.
2010Wheldall, 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.
2010Madelaine, A., & Wheldall, K. (2010). Teacher judgement of reading performance. In K Wheldall (Ed.), Developments in educational psychology (2nd edn.). London: Routledge.
2010Wheldall, K., & Bradd L. (2010). Classroom seating arrangements and classroom behaviour. In K. Wheldall (Ed.), Developments in educational psychology (2nd ed.). London: Routledge.
2010Beaman, R., & Wheldall, K., & Kemp, C. (2010). Recent research on troublesome classroom behaviour. In K. Wheldall (Edn.), Developments in educational psychology (2nd ed.). London: Routledge.
2009Wheldall, K. (2009). Effective instruction for socially disadvantaged low-progress readers: The Schoolwise Program (Mona Tobias Award Winner article, 2008). Australian Journal of Learning Difficulties, 14, 151-170.
2009Reynolds, 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.
2009Reynolds, 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.
2009Lee, 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.
2009Lee, L. W., & Wheldall, K. (2009). An examination of the simple view of reading among beginning readers in Malay. Reading Psychology, 30, 250-264.
2008Stephenson, J., & Wheldall, K. (2008). Miracles take a little longer: Science, commercialisation, cures and the Dore program. Australasian Journal of Special Education, 32, 67-82.
2008Limbrick, L., Wheldall, K., & Madelaine, A. (2008). Gender ratios for reading disability: Are there really more boys than girls who are low-progress readers? Australian Journal of Learning Difficulties, 13, 161-179.
2008Carter, 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.
2007Tan, K. H., 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.
2007Beaman, R., Wheldall, K., & Kemp, C. (2007). Recent research on troublesome classroom behaviour: A review. Australasian Journal of Special Education, 31, 45-60.
2007Sharma, 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, 56-59.
2007Stephenson, 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.
2007Sharma, M., Purdy, S. C., Newall, P., Wheldall, K., & Beaman, R. (2007). Refractory effects on auditory evoked responses in children with reading disorder. NeuroReport, 18, 133-136.
2007Reynolds, 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.
2007Reynolds, 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.
2006Wheldall, 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.
2006Wheldall, K., & Madelaine, A. (2006). Tracking the performance of low-progress readers: An example of the WARP in action. Education Today, 56, 14-18.
2006Wheldall, K. (2006). When will we ever learn? In K. Wheldall (Ed.), Developments in Educational Psychology: How far have we come in 25 years? London: Routledge.
2006Wheldall, K. (Ed.) (2006). Developments in educational psychology: How far have we come in 25 years? London: Routledge.
2006Wheldall, K. (2006). Kevin Wheldall - Positive uses of behaviourism. In D. McInerney and V McInerney, Educational psychology: Constructing learning (fourth edition). Sydney: Pearson-Prentice Hall.
2006Sharma, M., Purdy, S. C., Newall, P., Wheldall, K., Beaman, R., & Dillon, H. (2006). Electrophysiological and behavioural evidence of auditory processing deficits in children with reading disorder. Clinical Neurophysiology, 117, 1130-1144.
2006Pearce, S., Wheldall, K., & Madelaine, A. (2005). MULTILIT book levels: Towards a new system for levelling texts. Special Education Perspectives, 15, 38-56.
2006Beaman, R., Wheldall, K., & Kemp, C. (2006). Differential teacher attention to boys and girls in the classroom. Educational Review, 58, 339-366.
2005Madelaine, A., & Wheldall, K. (2005). Further progress Towards a Standardised Curriculum-based Measure of reading: Calibrating a new passage reading test against the New South Wales Basic Skills Test. Australian Journal of Learning Disabilities, 10, 87-94.
2005Wheldall, K., & Limbrick, L. (2005). 'I can hardly believe it has turned out like this': A Lighthouse School for Boys' Education. Education Today, 55, 4-13.
2005Madelaine, 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, 33-43.
2004Wheldall, K., & Watkins, R. (2004). Literacy levels of male juvenile justice detainees. Educational Review, 56, 3-11.
2004Sharma, 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.
2004Madelaine, A., & Wheldall, K. (2004). Curriculum-based measurement of reading: Recent advances. International Journal of Disability, Development and Education, 51, 57-82.
2004Anderson, 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, 30-64.
2004Madelaine, A., & Wheldall, K. (2004). Teachers' reactions to curriculum-based passage reading test data. Special Education Perspectives, 13, 55-65.
2003Wheldall, 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.
2003Madelaine, A., & Wheldall, K, (2003). Can teachers discriminate low-progress readers from average readers in regular classes? Australian Journal of Learning Disabilities, 8, 4-7.
2003Anderson, 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.
2002Madelaine, 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.
2002Pogorzelski 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.
2002Madelaine 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.
2001Shute, 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.
2000Wheldall, K., & Beaman R. (2000). An Evaluation of MULTILIT: Making Up Lost Time In Literacy'. Department of Education, Training and Youth Affairs.
2000Wheldall, 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.
2000Wheldall 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.
2000Beaman, R., & Wheldall, K. (2000); Teacher's use of approval and disapproval in the classroom. Educational Psychology, 20, 431-446.

Grants

YearSourceTitleAmount
2010Cape York Partnerships (funded by DEEWR)MULTILIT in Cape York Schools (MCYS) Project, 2010$1,154,766
2009Cape York Partnerships (funded by DEEWR)MULTILIT in Cape York Schools (MCYS) Project, 2009$1,573,021
2008The Exodus FoundationThe Exodus Redfern Project for 2008 - An Intensive Literacy Program for At-Risk Indigenous Students.$583,991
2008The Exodus FoundationThe Schoolwise Project for 2008 - An Intensive Literacy Program for At-Risk Students in Years 5 and 6.$677,680
2008Cape York Partnerships (funded by DEEWR)MULTILIT in Cape York Schools (MCYS) Project, 2008.$1,760,856
2007Cape York PartnershipsMULTILIT Cape York (Coen) Project (through AccessMQ)$332,936
2007The Exodus FoundationSchoolwise Project for 2007 (through AccessMQ)$649,793
2007The Exodus FoundationThe Exodus Foundation - Redfern Project for 2007 (through AccessMQ)$791,168
2007ACES Learning and Teaching Fund Allocation.Video sequences illustrating exemplary practice in the education of students with special needs in real classrooms$44,430
2006The Exodus FoundationThe Exodus Redfern Project 2006-2009 - An Intensive Literacy Program for At-Risk Indigenous Primary Aged Students in Years 5 and 6$2,233,230
2006In association with Cape York Patnerships (through AccessMQ)MULTILIT Cape York (Coen) Project (through AccessMQ)$252,758
2006The Exodus FoundationThe Schoolwise Project for 2006 - An Intensive Literacy Program for At-Risk Students in Years 5 and 6$672,108
2005DEST funding has allowed the development and operation of a MULTILIT Tutorial Centre within the grounds of the state school in the remote community.MULTILIT Cape York (Coen) Project (through AccessMQ)$252,758
2005The MULTILIT team provided further research consultancy support in 2005 to Gladstone Tutorial Centre.Gladstone Tutorial Centre$4,350
2005Cape York Partnerships (through MRL)The Coen MULTILIT Project$252,758
2005The Schoolwise Project for 2005 - An intensive Literacy Program for At-Risk Students in Years 5 and 6 in inner-western Sydney.The Exodus Foundation (through AccessMQ)$591,354
2005The Exodus Foundation (through MRL)The Schoolwise Project for 2005 - An Intensive Literacy Program for At-Risk Students in Years 5 & 6.$591,354
2004The Exodus Foundation (through MRL)The Schoolwise Project for 2004 - An Intensive Literacy Program for At-Risk Students in Years 5 & 6.$551,461
2004Gladstone Tutorial CentrePositive Teaching Professional Development and Consultancy Support$14,426
2004The MULTILIT team provided further research consultancy support in 2004 to Gladstone Tutorial Centre.Gladstone Tutorial Centre 2004$14,426
2003Macquarie University Research Development GrantWhat predicts success for MULTILIT?$19,082
2003Gladstone Tutorial CentrePositive Teaching Professional Development and Consultancy Support$16,135
2003The Exodus Foundation (through MRL)The Schoolwise Project for 2003 - An Intensive Literacy Program for At-Risk Students in Years 5, 6 and 7.$530,156
2003Department of Education, Science and Training (DEST) - Lighthouse Schools InitiativeBoys' Education Lighthouse Schools Programme$5,000
2003Juken Consultancy, MalaysiaThe establishment of a MULTILIT clinic in Kuala Lumpur$18,110
2002The Exodus FoundationThe Schoolwise Project for 2002 - An Intensive Literacy Program for At-Risk Students in Years 6 and 7$445,316
2001The Exodus FoundationThe Schoolwise Project for 2001 - An Intensive Literacy Program for At-Risk Students in Years 6 and 7$273,750

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