| The whole language‐phonics controversy: An historical perspective K Hempenstall Educational Psychology 17 (4), 399-418, 1997 | 84 | 1997 |
| What does evidence‐based practice in education mean? K Hempenstall Australian Journal of Learning Difficulties 11 (2), 83-92, 2006 | 63 | 2006 |
| Can transport infrastructure change regions’ economic fortunes? Some evidence from Europe and China CL Chen, R Vickerman Regional Studies 51 (1), 144-160, 2017 | 62 | 2017 |
| Read about it: Scientific evidence for effective teaching of reading K Hempenstall, J Buckingham Centre for Independent Studies Limited, 2016 | 55 | 2016 |
| The gulf between educational research and policy: The example of direct instruction and whole language K Hempenstall Behaviour Change 13 (1), 33-46, 1996 | 53 | 1996 |
| Benchmarking Australian primary school curricula K Donnelly, WM Stephens, C Redman, K Hempenstall Department of Education, Science and Training, 2005 | 49 | 2005 |
| Phonemic awareness: What does it mean K Hempenstall Education Oasis 201, 2003 | 46 | 2003 |
| Effects of a computer based beginning reading program on young children T Watson, K Hempenstall Australasian journal of educational technology 24 (3), 2008 | 36 | 2008 |
| Miscue analysis: A critique K Hempenstall Effective School Practices 17 (3), 85-93, 1999 | 33 | 1999 |
| The role of phonemic awareness in beginning reading: A review K Hempenstall Behaviour Change 14 (4), 201-214, 1997 | 31 | 1997 |
| driven reading assessment: Drilling to the core K Hempenstall Australian Journal of Learning Difficulties 14 (1), 17-52, 2009 | 26 | 2009 |
| Corrective reading: An evidence‐based remedial reading intervention K Hempenstall Australasian Journal of Special Education 32 (1), 23-54, 2008 | 26 | 2008 |
| The whole language‐phonics controversy: A historical perspective K Hempenstall Australian Journal of Learning Difficulties 10 (3-4), 19-33, 2005 | 25 | 2005 |
| The three‐cueing system: Trojan horse? K Hempenstall Australian Journal of Learning Difficulties 8 (2), 15-23, 2003 | 23 | 2003 |
| Phonological processing and phonics: Towards an understanding of their relationship to each other and to reading development K Hempenstall Australian Journal of Learning Difficulties 7 (1), 4-28, 2002 | 22 | 2002 |
| The importance of effective instruction K Hempenstall Pearson Education, 2004 | 19 | 2004 |
| What works? Evidence-based practice in education is complex K Hempenstall Australian Journal of Learning Difficulties 19 (2), 113-127, 2014 | 16 | 2014 |
| How might a stage model of reading development be helpful in the classroom? K Hempenstall* Educational Psychology 24 (6), 727-751, 2004 | 16 | 2004 |
| School‐based reading assessment: Looking for vital signs K Hempenstall Australian Journal of Learning Difficulties 6 (2), 26-35, 2001 | 15 | 2001 |
| Response to intervention: Accountability in action K Hempenstall Australian Journal of Learning Difficulties 17 (2), 101-131, 2012 | 14 | 2012 |
