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D-Index & Metrics

Psychology

D-Index
35
Citations
5746
World Ranking
9809
National Ranking
562

Kevin Wheldall publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Kevin Wheldall sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 345 publications — 91st percentile

91% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Kevin Wheldall D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Kevin Wheldall sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 35 D-Index — 16th percentile

16% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Kevin Wheldall is affiliated with Macquarie University in Australia. Their research primarily focuses on developmental and educational psychology, intersecting with social sciences. The scientist's work spans topics including reading and literacy development, cognitive and developmental aspects of mathematical skills, neurobiology of language and bilingualism, child development and digital technology, language development and disorders, writing and handwriting education, and the integration of education and technology.

Kevin Wheldall has contributed to several academic journals with a particular presence in the Australian Journal of Education, Australian Journal of Learning Difficulties, and The Educational and Developmental Psychologist. Their recent papers include:

  • Factors contributing to reading comprehension in children with varying degrees of word-level proficiency, 2022, Australian Journal of Education
  • Recent advances in reading instruction, 2020, The Educational and Developmental Psychologist
  • Researching the efficacy of a reading intervention: An object lesson, 2020, The Educational and Developmental Psychologist
  • What we have learned: implementing MiniLit as an intervention with young struggling readers, 2021, Australian Journal of Learning Difficulties
  • Use of early word-reading fluency measures to predict outcomes on the Phonics Screening Check, 2020, Australian Journal of Education

The frequent co-authors collaborating with Kevin Wheldall include Nicola Bell, Robyn Wheldall, Jennifer Buckingham, Alison Madelaine, and Meree Reynolds. These collaborations indicate active involvement in research groups specializing in education and developmental psychology.

The main fields of study associated with Kevin Wheldall's publications are:

  • Psychology
  • Social Sciences

Their research subfields consist of:

  • Developmental and Educational Psychology
  • Education
  • Statistics and Probability
  • Cognitive Neuroscience
  • Information Systems

The key research topics covered by Kevin Wheldall include:

  • Reading and Literacy Development
  • Cognitive and developmental aspects of mathematical skills
  • Neurobiology of Language and Bilingualism
  • Child Development and Digital Technology
  • Language Development and Disorders
  • Writing and Handwriting Education
  • Education and Technology Integration

Best Publications

  • Differential teacher attention to boys and girls in the classroom

    Robyn Beaman;Kevin Wheldall;Coral Kemp

  • Teachers' Use of Approval and Disapproval in the Classroom

    Robyn Beaman;Kevin Wheldall

  • Why poor children are more likely to become poor readers: The school years

    Jennifer Buckingham;Kevin Wheldall;Robyn Beaman-Wheldall

  • Classroom Behaviour Problems which Secondary School Teachers say they find most Troublesome

    Stephen Houghton;Kevin Wheldall;Frank Merrett

  • Electrophysiological and behavioral evidence of auditory processing deficits in children with reading disorder

    M Sharma;Suzanne Purdy;Suzanne Purdy;P Newall;K Wheldall

  • An evaluation of Reading Recovery

    Kevin Wheldall;Louella Freeman;Lynne Outhred

  • Recent Research on Troublesome Classroom Behaviour: A Review

    Robyn Beaman;Kevin Wheldall;Coral Kemp

  • How Do Teachers Learn to Manage Classroom Behaviour? A study of teachers’ opinions about their initial training with special reference to classroom behaviour management

    Frank Merrett;Kevin Wheldall

  • Which Classroom Behaviours do Primary School Teachers say they find most Troublesome

    Kevin Wheldall;Frank Merrett

  • Why poor children are more likely to become poor readers: The early years.

    Jennifer Buckingham;Robyn Beaman;Kevin Wheldall

  • Controlled study of intelligence and school performance of very low-birthweight children from a defined geographical area.

    B. W. Lloyd;K. Wheldall;D. Perks

  • A Special Font for People with Dyslexia: Does it Work and, if so, why?

    Eva Marinus;Michelle Mostard;Eliane Segers;Teresa M. Schubert

  • Identifying low‐progress readers: Comparing teacher judgment with a curriculum‐based measurement procedure

    Alison Madelaine;Kevin Wheldall

  • Classroom Behaviour Problems which Junior School Teachers Find most Troublesome

    Frank Merrett;Kevin Wheldall

  • Pitch alterations in British motherese: some preliminary acoustic data.

    Brenda Shute;Kevin Wheldall

  • Reading Recovery 20 Years Down the Track: Looking forward, looking back

    Meree Reynolds;Kevin Wheldall

  • Behavioural Peer Tutoring: training 16‐year‐old tutors to employ the ‘pause, prompt and praise’ method with 12‐year‐old remedial readers

    Kevin Wheldall;Paul Mettem

  • Observing Pupils and Teachers In Classrooms (OPTIC): a behavioural observation schedule for use in schools

    Frank Merrett;Kevin Wheldall

  • Why Jaydon can't read: The triumph of ideology over evidence in teaching reading

    Jennifer Buckingham;Kevin Wheldall;Robyn Beaman-Wheldall

  • Do More Boys Than Girls Have Reading Problems

    Kevin Wheldall;Lisa Limbrick

Frequent Co-Authors

Stephen Houghton
Stephen Houghton University of Western Australia
Max Coltheart
Max Coltheart Macquarie University
Anne Castles
Anne Castles Macquarie University
Pamela Claire Snow
Pamela Claire Snow La Trobe University
Richard J. Riding
Richard J. Riding University of Birmingham
Brian Byrne
Brian Byrne University of New England
Genevieve McArthur
Genevieve McArthur Macquarie University
Margot Prior
Margot Prior University of Melbourne
Lyndsey Nickels
Lyndsey Nickels Macquarie University
Vicki Anderson
Vicki Anderson Murdoch Children's Research Institute

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