Dr Kerry Hempenstall
Dr Kerry Hempenstall
Verified email at rmit.edu.au - Homepage
Title
Cited by
Cited by
Year
The whole language‐phonics controversy: An historical perspective
K Hempenstall
Educational Psychology 17 (4), 399-418, 1997
841997
What does evidence‐based practice in education mean?
K Hempenstall
Australian Journal of Learning Difficulties 11 (2), 83-92, 2006
632006
Can transport infrastructure change regions’ economic fortunes? Some evidence from Europe and China
CL Chen, R Vickerman
Regional Studies 51 (1), 144-160, 2017
622017
Read about it: Scientific evidence for effective teaching of reading
K Hempenstall, J Buckingham
Centre for Independent Studies Limited, 2016
552016
The gulf between educational research and policy: The example of direct instruction and whole language
K Hempenstall
Behaviour Change 13 (1), 33-46, 1996
531996
Benchmarking Australian primary school curricula
K Donnelly, WM Stephens, C Redman, K Hempenstall
Department of Education, Science and Training, 2005
492005
Phonemic awareness: What does it mean
K Hempenstall
Education Oasis 201, 2003
462003
Effects of a computer based beginning reading program on young children
T Watson, K Hempenstall
Australasian journal of educational technology 24 (3), 2008
362008
Miscue analysis: A critique
K Hempenstall
Effective School Practices 17 (3), 85-93, 1999
331999
The role of phonemic awareness in beginning reading: A review
K Hempenstall
Behaviour Change 14 (4), 201-214, 1997
311997
driven reading assessment: Drilling to the core
K Hempenstall
Australian Journal of Learning Difficulties 14 (1), 17-52, 2009
262009
Corrective reading: An evidence‐based remedial reading intervention
K Hempenstall
Australasian Journal of Special Education 32 (1), 23-54, 2008
262008
The whole language‐phonics controversy: A historical perspective
K Hempenstall
Australian Journal of Learning Difficulties 10 (3-4), 19-33, 2005
252005
The three‐cueing system: Trojan horse?
K Hempenstall
Australian Journal of Learning Difficulties 8 (2), 15-23, 2003
232003
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
222002
The importance of effective instruction
K Hempenstall
Pearson Education, 2004
192004
What works? Evidence-based practice in education is complex
K Hempenstall
Australian Journal of Learning Difficulties 19 (2), 113-127, 2014
162014
How might a stage model of reading development be helpful in the classroom?
K Hempenstall*
Educational Psychology 24 (6), 727-751, 2004
162004
School‐based reading assessment: Looking for vital signs
K Hempenstall
Australian Journal of Learning Difficulties 6 (2), 26-35, 2001
152001
Response to intervention: Accountability in action
K Hempenstall
Australian Journal of Learning Difficulties 17 (2), 101-131, 2012
142012
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