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Psychology

D-Index
35
Citations
5746
World Ranking
9812
National Ranking
562

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
Pamela Claire Snow
Pamela Claire Snow La Trobe University
Anne Castles
Anne Castles Macquarie University
Brian Byrne
Brian Byrne University of New England
Margot Prior
Margot Prior University of Melbourne
Genevieve McArthur
Genevieve McArthur Macquarie University
Teresa Iacono
Teresa Iacono La Trobe University
Lyndsey Nickels
Lyndsey Nickels Macquarie University
Vicki Anderson
Vicki Anderson Murdoch Children's Research Institute

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