| Differential teacher attention to boys and girls in the classroom R Beaman, K Wheldall, C Kemp Educational review 58 (3), 339-366, 2006 | 350 | 2006 |
| Teachers' use of approval and disapproval in the classroom R Beaman, K Wheldall Developments in Educational Psychology, 153-180, 2013 | 344 | 2013 |
| Why poor children are more likely to become poor readers: The school years J Buckingham, K Wheldall, R Beaman-Wheldall Australian Journal of Education 57 (3), 190-213, 2013 | 322 | 2013 |
| Recent research on troublesome classroom behaviour: A review R Beaman, K Wheldall, C Kemp Australasian Journal of Special Education 31 (1), 45-60, 2007 | 246 | 2007 |
| Electrophysiological and behavioral evidence of auditory processing deficits in children with reading disorder M Sharma, SC Purdy, P Newall, K Wheldall, R Beaman, H Dillon Clinical neurophysiology 117 (5), 1130-1144, 2006 | 235 | 2006 |
| Why poor children are more likely to become poor readers: The early years J Buckingham, R Beaman, K Wheldall Educational Review 66 (4), 428-446, 2014 | 209 | 2014 |
| Why Jaydon can't read: The triumph of ideology over evidence in teaching reading J Buckingham, K Wheldall, R Beaman-Wheldall Policy: A journal of public policy and ideas 29 (3), 21-32, 2013 | 97 | 2013 |
| An Evaluation of MULTILIT:'Making Up for Lost Time in Literacy'. Macquarie University. Special Education Centre, K Wheldall, R Beaman Australia. Department of Education, Training and Youth Affairs, 2000 | 78 | 2000 |
| Does the individualized classroom environment questionnaire (ICEQ) measure classroom climate? K Wheldall, R Beaman, M Mok Educational and Psychological Measurement 59 (5), 847-854, 1999 | 48 | 1999 |
| Systematic and explicit phonics instruction: A scientific, evidence-based approach to teaching the alphabetic principle J Buckingham, R Wheldall, K Wheldall The alphabetic principle and beyond, 49-67, 2019 | 40 | 2019 |
| Teacher perceptions of troublesome classroom behaviour: A review of recent research R Beaman, K Wheldall Special Education Perspectives 6, 49-55, 1997 | 40 | 1997 |
| A randomised control trial of a Tier-2 small-group intervention (‘MiniLit’) for young struggling readers J Buckingham, K Wheldall, R Beaman Australian Journal of Learning Difficulties 17 (2), 79-99, 2012 | 28 | 2012 |
| LINNE: legacy infrastructure network for natural environments LM Page, HL Bart Jr, R Beaman, L Bohs, LT Deck, VA Funk, D Lipscomb, ... Champaign, IL: Illinois Natural History Survey, 2005 | 28 | 2005 |
| ‘Mind the gap’: Effective literacy instruction for Indigenous low-progress readers K Wheldall, R Beaman, E Langstaff Australasian Journal of Special Education 34 (1), 1-16, 2010 | 25 | 2010 |
| Teacher perceptions of non-compliance in rural primary schools in New South Wales K Reynolds, J Stephenson, R Beaman Education in Rural Australia 21 (2), 105-124, 2011 | 23 | 2011 |
| Effects of identification technique, extraction method, and stimulus type on mismatch negativity in adults and children M Sharma, SC Purdy, P Newall, K Wheldall, R Beaman, H Dillon Journal of the American Academy of Audiology 15 (09), 616-632, 2004 | 23 | 2004 |
| An evaluation of the WINS (Working Ideas for Need Satisfaction) training package: Report submitted to the New South Wales Department of School Education, 1993 K Wheldall, R Beaman Original Resources in Education 18 (1), 1994 | 22 | 1994 |
| The research locus and conceptual basis for MULTILIT: Why we do what we do LA Ellis, K Wheldall, R Beaman Taylor & Francis Group 12 (2), 61-65, 2007 | 20 | 2007 |
| A randomised control trial of a MultiLit small group intervention for older low-progress readers J Buckingham, R Beaman, K Wheldall Effective Education 4 (1), 1-26, 2012 | 18 | 2012 |
| Effective instruction for older, low-progress readers: Meeting the needs of Indigenous students K Wheldall, R Beaman Multiple perspectives on difficulties in learning literacy and numeracy, 255-273, 2010 | 18 | 2010 |
