Recent publications by members of the MULTILIT Research Unit since 2000 include the following:

Edited books and special issues, published reports

Wheldall, K., & Beaman, R. (2000). An evaluation of MULTILIT: 'Making Up Lost Time In Literacy'. Canberra: Department of Education, Training and Youth Affairs.

Wheldall, K. (Ed.) (2002). 'Lighting the way in special education': The work of Macquarie University Special Education Centre. Educational Psychology, 22 (4) (special Issue).

Wheldall, K., & Siegel, L. (Eds.) (2004). Recent research on reading. Special Issue of Educational Psychology, 24 (6) (special issue).

Wheldall, K. & de Lemos, M. (Eds.) (2005). Research of relevance to the Nelson Report. of Australian Journal of Learning Disabilities, 11, (3&4) (special double issue).

Wheldall, K. (Ed.) (2006). Developments in educational psychology: How far have we come in 25 years? London: Routledge. (Also published as a special issue of Educational Psychology, 25 (6), 2005.)

Wheldall, K. & Carter, M. (Eds.) (2008). A scientific approach to special education. Special issue of Australasian Journal of Special Education, 32.

Wheldall, K., & Madelaine, A. (Eds.) (2009). Assessment for effective literacy instruction with low-progress students. Australian Journal of Learning Difficulties, 14 (1) (special issue).

Wheldall, K. (Ed.) (2009). Developments in educational psychology (second edition). London: Routledge. (in press).

Chapters in edited books

Wheldall, 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.

Wheldall, K. & Beaman, R. (2009). Wheldall, K. & Beaman, R. (2009). 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. (in press)

Wheldall, K. (2009). When will we ever learn? Or the elephant in the classroom. In K. Wheldall (Ed.), Developments in educational psychology. London: Routledge. (in press)

Beaman, R., & Wheldall, K. (2009). Teachers' use of approval and disapproval in the classroom. In K. Wheldall (Ed.), Developments in educational psychology. London: Routledge. (in press)

Wheldall, K., & Bradd, L. (2009). Classroom seating arrangements and classroom behaviour. In K. Wheldall (Ed.), Developments in educational psychology. London: Routledge. (in press)

Madelaine, A., & Wheldall, K. (2009). Teacher judgment of reading performance. In K. Wheldall (Ed.), Developments in educational psychology. London: Routledge. (in press)

Academic journal articles

Beaman, R., & Wheldall, K. (2000). Teachers' use of approval and disapproval. Educational Psychology, 20, 431-446.

Wheldall, 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.

Wheldall, 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.

Shute, 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.

Madelaine, A., & Wheldall, K. (2002). Establishing tentative norms and identifying gender differences in performance for a new passage reading test. Australian Journal of Learning Disabilities, 7(1), 40-45.

Madelaine, 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. Also republished inAustralian Journal of Learning Difficulties, 11, 87-94.

Madelaine, 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.

Pogorzelski, 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.

Wheldall, K. (2002). Lighting the way in special education. Educational Psychology, 22, 367-370.

Sharma, M., Purdy, S.C., Newall, P., Wheldall, K., & Beaman, R. (2002). Discriminative auditory cortical evoked potentials to tonal and speech stimuli in adults and school-aged children. Australian and New Zealand Journal of Audiology, 23(2), 143-4. (XXVI International Congress of Audiology and Joint Conference of the Audiological Society of Australia and the New Zealand Audiological Society, Melbourne, 17-22 March 2002) (published abstract).

Anderson, 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.

Madelaine, A., & Wheldall, K. (2003). Can teachers discriminate low-progress readers from average readers in regular classes? Australian Journal of Learning Disabilities, 8, (3), 4-7.

Sharma, M., Purdy, S. C., Newall, P., Wheldall, K., Beaman, R., & Dillon, H. (2003). Auditory evoked potentials in children with reading problems show abnormal auditory processing. In C. Williams and S. Leitao (Eds.), Nature, nurture, knowledge: Proceedings of the 2003 Speech Pathology Australia national conference. Melbourne: Speech Pathology Australia.

Wheldall, 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.

Anderson, 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(2), 30-64.

Madelaine, A., & Wheldall, K. (2004). Teachers' reactions to curriculum-based passage reading test data. Special Education Perspectives, 13 (1), 55-65.

Madelaine, A., & Wheldall, K. (2004). Curriculum-based measurement of reading: Recent advances. International Journal of Disability, Development and Education, 51, 57-82.

Sharma, 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.

Wheldall, K., & Watkins, R. (2004). Literacy levels of male juvenile justice detainees. Educational Review, 56, 3-11.

Madelaine, 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, 33-42.

Pogorzelski, S., & Wheldall, K. (2005). The importance of phonological processing skills for older low-progress readers. Educational Psychology in Practice, 21, 1-22.

Wheldall, K. (2005). When will we ever learn? Educational Psychology, 25, 573-584.

Wheldall, K., & Limbrick, L. (2005). "I can hardly believe it has turned out like this": A lighthouse school for boys' education. Education Today, 55, (1), 4-13.

Beaman, R., Wheldall, K., & Kemp, C. (2006). Differential teacher attention to boys and girls in the classroom. Educational Review, 58, 339-366.

Pearce, S., Wheldall, K., & Madelaine, A. (2006). MULTILIT book levels: Towards a new system for levelling texts. Special Education Perspectives, 15, 38-56.

Sharma, M., Purdy, S. C., Newall, P., Wheldall, K., Beaman, R., & Dillon, H. (2006). Electrophysiological and behavioral evidence of auditory processing deficits in children with reading disorder. Clinical Neurophysiology, 117, 1130-1144.

Wheldall, 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.

Wheldall, K. (2006). A response to Stuart. Psychology of Education Review, 30(2), 38-41.

Wheldall, K., & Madelaine, A. (2006). Tracking the performance of low-progress readers: An example of the WARP in action. Education Today, 56(3), 14-18.

Sharma, M., Purdy, S.C., Newall, P., Wheldall, K., & Beaman, R. (2007). Refractory effects on auditory evoked responses in children with reading disorder. NeuroReport, 18, 133-6.

Stephenson, 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.

Reynolds, 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.

Beaman, R., Wheldall, K., & Kemp, C. (2007). Recent research on troublesome classroom behaviour: A review. Australian Journal of Special Education, 31, 45-60.

Reynolds, 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.

Sharma, 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 (2), 56-59.

Tan, K., Wheldall, K., & Madelaine, A. (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.

Reynolds, M., Wheldall, K, & Madelaine, A. (2007). 'Meeting Initial Needs In Literacy' (MINILIT): Why we need it, how it works and the results of pilot studies. Australian Journal of Special Education, 31, 147-158.

Ellis, L., Wheldall, K., & Beaman, R. (2007). The research locus and conceptual basis for MULTILIT: why we do what we do. Australian Journal of Learning Disabilities, 12, 61-65.

Reynolds, M., Wheldall, K, & Madelaine, A. (2007). 'Meeting Initial Needs In Literacy' (MINILIT): A ramp to MULTILIT for younger low-progress readers. Australian Journal of Learning Disabilities,12, 67-72.

Stephenson, J. & Wheldall, K. (2008). Miracles take a little longer: Science, commercialisation, cures and the Dore program. Australasian Journal of Special Education, 32, 67-82.

Carter, 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.

Limbrick, L., Wheldall, K., & Madelaine, A. (2008). Gender ratios for reading disability: Are there really more boys than than girls who are low-progress readers? Australian Journal of Learning Difficulties, 13, 161-179.

Kohnen, S. Nickels, L., Brunsdon, R., & Coltheart, M. (2008). Patterns of generalisation after treating sublexical spelling deficits in a child with mixed dysgraphia. Journal of Research in Reading, 31(1), 157-177.

Kohnen, S., Nickels, L., Coltheart, M. & Brunsdon, R. (2008). Predicting generalization in the training of irregular word spelling: Treating lexical spelling deficits in a child. Cognitive Neuropsychology, 25(3), 343-375.

Reynolds, 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.

Reynolds, 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.

Wheldall, K., Beaman, R., & Langstaff, E. (2009). 'Mind the gap': Effective literacy instruction for indigenous low-progress readers. Australasian Journal of Special Education (in press).

Lee, 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 (1), (in press).

Lee, L. W., & Wheldall, K. (2009). An examination of the simple view of reading among beginning readers in Malay. Reading Psychology, (in press).

Kohnen, S., Nickels, L., & Castles, A. (2009). Assessing spelling skills and strategies: A critique of available resources [Special Issue]. Australian Journal of Learning Difficulties, 14(1), 113-150.

Kohnen, S. & Nickels, L. (In Press). Teaching children with developmental spelling difficulties in a one-on-one context. Australasian Journal of Special Education.

Kohnen, S., Nickels, L. & Coltheart, M. (In Press; Accepted for publication 31.07.2009). Training rule-of-E: Further investigation of a previously successful intervention for a spelling rule in developmental mixed dysgraphia. Journal of Research in Reading.

Other public output

Wheldall, K. (2001). The more things change. Education Review, April/May, 17.

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. (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. (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. (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. (2006). Kevin Wheldall: Biographical sketch. 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., 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. (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. (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., & Carter, M. (2008). Editorial: A scientific approach to special education. Australasian Journal of Special Education, 32, 1-4.

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 (in press).

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 (in press).

Instructional materials

MULTILIT (2007). The MULTILIT Reading Tutor Program (Revised). Sydney: MULTILIT Pty Ltd.

MULTILIT (2007). MULTILIT Word Attack Skills (Revised). Sydney: MULTILIT Pty Ltd.

MULTILIT (2007). MULTILIT Sight Words (Revised). Sydney: MULTILIT Pty Ltd.

MULTILIT (2007). MULTILIT reinforced reading using pause, prompt and praise. Sydney: MULTILIT Pty Ltd. (DVD)

Wheldall, K., & Beaman, R. (2007). MULTILIT reinforced reading: Using pause, prompt and praise to help low-progress readers. Sydney: MULTILIT Pty Ltd. (Booklet)