BA Hons (Psychology) (Manchester), PhD (Birmingham)

Kevin Wheldall was Professor of Education at Macquarie University and Director of Macquarie University Special Education Centre (MUSEC) from 1990 to 2011 and is now retired. A registered psychologist, he is a Fellow of the British Psychological Society and of the College of Preceptors and is a member of the Australian Psychological Society and of its College of Educational and Developmental Psychologists.

He has researched and written extensively in the area of learning and behaviour difficulties, with particular emphasis on classroom behaviour management and helping low-progress readers. He is the author of over one hundred and fifty books, chapters and journal articles in the field of educational (and child) psychology and Special Education.

He has acted as an adviser to both state and federal government education bodies and ministers on matters relating to Special Education generally and on behaviour and reading in particular. He is also the Director of MULTILIT (Making Up Lost Time In Literacy), both a research and development initiative and an intervention program targeting low-progress readers. In 2005, he was presented with a Macquarie University Community Outreach Award for his work on MULTILIT.

Appointed Member (AM) in the General Division, Order of Australia, in 2011 Australia Day Honours List


  • Fellow, British Psychological Society
  • Fellow, College of Preceptors, UK
  • Fellow, International Academy for Research in Learning Disabilities
  • Beaman, R., Wheldall, K., and Kemp, C. (2006) Differential teacher attention to boys and girls in the classroom, Educational Review (58:339-366).
  • Madelaine, A. and Wheldall, K. (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) Developments in educational psychology: How far have we come in 25 years?. London: Routledge.
  • Watkin, R. and Wheldall, K. (2004) Literacy levels of male juvenile justice detainees, Educational Review (56: 3-11).
  • Polorzelski, S. and Wheldall, K (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).