Dr. Kerry Hempenstall
Dr. Kerry Hempenstall is an educational psychologist recently retired from the Division of Psychology, RMIT University, where he had been an Associate Professor and manager of the Educational Psychology division of the RMIT Psychology Clinic. In addition to undergraduate and post-graduate lecturing, he provided clinical training for masters and doctoral students in the assessment and remediation of childrens and adults educational problems.
Prior to his commencement with RMIT in 1992, he spent more than twenty years with the Victorian Education Department as a secondary teacher and guidance officer (educational psychologist).
Kerry is regularly invited to present papers at conferences, and he publishes in education journals (e.g., the Australian Journal of Learning Difficulties). He gained his PhD for a thesis on the role of phonemic awareness in reading development. He continues to provide occasional lectures to Masters and Doctoral students in the Discipline of Psychology at RMIT, and is active in several educational online forums, such as the DDOL Network for academics interested in literacy and effective teaching, and also in the Direct Instruction Discussion list.
I have long provided in-service education to schools and other educational interest groups on request. I gained my PhD for a thesis on the role of phonemic awareness in reading development. For a copy of my thesis.
Video Resources Related to DI Implementation in RMIT Clinic
Corrective Reading Program Video: Clinical training of Masters and Doctoral students Video | Handouts
Lecture on Corrective Reading Video | Handout
Children of the Code project
A most fascinating site over the past several years is the Children of the Code project. It aims for a reformation in how our society thinks about the code and the challenges involved in learning to read it. Read numerous interviews with the major researchers in literacy. They discuss: the history of the code and its effects on the world around and within us; the cognitive, emotional, academic, and social challenges involved in learning to read; how the structure of the code effects learning to read it; what the brain sciences are teaching us about learning and reading; how teachers and parents can help their children learn to read better. Recently, an informative series of videos has been added.
Invited Referee for Journals
- Member of Editorial Board, Australian Journal of Learning Disabilities
- Member of Editorial Board, Journal of Direct Instruction
- Behaviour Change
- Educational Psychology
- Australasian Journal of Special Education
- Member of the National Institute for Direct Instruction Research Advisory Board
Awards
- 2008: RMIT Media Awards (Science, Engineering, and Health College).
- 2007: RMIT Media Awards (Science, Engineering, and Technology).
- 2007: RMIT University Certificate of Achievement, University Teaching Awards.
- 2007: Science, Engineering, and Technology SET Student Choice Teaching Award.
- 2006: Mona Tobias Award. Learning Difficulties Australia publishes the Australian Journal of Learning Disabilities.
This Award recognises a person who has made an outstanding contribution to Australian education for people with learning difficulties, through leadership, research, practice, or teacher and community education.
- 2004: Excellence in Education Award for Research (Association for Direct Instruction, Oregon, USA).
In recognition of a continued commitment to standards of excellence in education, and in an enduring effort to advance the quality of schooling for all students.
- 2004: RMIT Media Awards (Long Term Contributor).
Publications and presentations
Book Chapter
Hempenstall, K. (2004). The importance of effective instruction. In N.E. Marchand-Martella, T.A. Slocum, and R.C. Martella (Eds.), Introduction to Direct Instruction (pp.1-27). Needham Heights, MA: Allyn and Bacon.
Refereed Journal Articles
Hempenstall, K. (2014). Spelling Mastery and Spelling Through Morphographs: Direct Instruction programs for beginning and low progress students. Article submitted for publication.
Hempenstall, K. (2014). What works? Evidence-based practice in education is complex. Australian Journal of Learning Difficulties, Published online: 04 Jun 2014.
Hempenstall, K. (2013). What is the place for national assessment in the prevention and resolution of reading difficulties? Australian Journal of Learning Difficulties, 18(2), 105121.
Hempenstall, K. (2012): Explaining individual differences in reading: Theory and evidence. Australian Journal of Learning Difficulties, 17(2), 163-164.
Hempenstall, K. (2012). Response to intervention: Accountability in action. Australian Journal of Learning Difficulties, 17(2), 101-131.
Hempenstall, K. (2009). Research-driven reading assessment: Drilling to the core. Australian Journal of Learning Difficulties, 14(1), 17-52.
Watson, T., & Hempenstall, K. (2008). Effects of a computer-based program on the reading skills of Kindergarten and Grade One students. Australian Journal of Educational Technology, 24(3), 258-274. Retrieved, June 2, from http://www.ascilite.org.au/ajet/ajet24/ajet24.html
Hempenstall, K. (2008). Corrective Reading: An evidence-based remedial reading intervention. Australasian Journal of Special Education, 32(1), 23-54.
Hempenstall, K. (2007). Will education ever embrace empirical research? Direct Instruction News, 7(2), 12-20.
Hempenstall, K. (2007). Literacy research: The Australian and international context. Refereed paper presented in symposium: Changing times - the recent Literacy revolution in Australia: Policy changes, political implications, and the new literacy agenda for schools. Australian Association for Research in Education Conference Engaging Pedagogies, Adelaide 27th - 30th November, 2006. www.aare.edu.au/06pap/hem06746.pdf
Hempenstall, K. (2006). What does evidence-based practice in education mean? Australian Journal of Learning Disabilities, 11(2), 83-92.
Infantino, J., & Hempenstall, K. (2006). Effects of a decoding program on a child with Autism Spectrum Disorder. Australasian Journal of Special Education, 30(2), 126-144.
Hempenstall, K. (2006). The use of a Direct Instruction reading program to tutor an adult with a moderate intellectual. Direct Instruction News, 6(2), 6-11.
Carmichael, R. & Hempenstall, K. (2006). Building upon Sound Foundations. Australian Journal of Learning Disabilities, 11(1), 3-16.
Hempenstall, K (2005). How might a stage model of reading development be helpful in the classroom?Australian Journal of Learning Disabilities, 10 (3 & 4), 35-52.
Hempenstall, K (2005). The Whole Language-Phonics controversy: An historical perspective. Australian Journal of Learning Disabilities, 10 (3 & 4), 19-33 .
Hempenstall, K. (2005, Fall). Aiding parents to teach reading at home: The RMIT Clinic approach. Direct Instruction News, 5 (3), 11-26.
Hempenstall, K. (2005). Who is to blame? Direct Instruction News, 54(1), 16-31.
Hempenstall, K. (2004). How might a stage model of reading development be helpful in the classroom? Educational Psychology, 24(6), 727-751.
Hempenstall, K. (2004). Education for language minority students: Recent events. Direct Instruction News, 4(1), 10-22.
Hempenstall, K. (2004). Beyond phonemic awareness: What educational role for other phonological processes? Australian Journal of Learning Disabilities, 9(1), 3-15.
Hempenstall, K. (2003). The three-cueing system: Trojan horse? Australian Journal of Learning Disabilities, 8(3), 15-23.
Hempenstall, K. (2002). Phonological processing and phonics: Towards an understanding of their relationship to each other and to reading development. Australian Journal of Learning Disabilities, 7(1), 4-29.
Hempenstall, K. (2002). The Three-Cueing System: Help or Hindrance. Direct Instruction News, 2(2), 42-51.
Hempenstall, K. (2001). School-based reading assessment: Looking for vital signs. Australian Journal of Learning Disabilities, 6, 26-35. http://people.uncw.edu/kozloffm/School-based%20reading%20assessmentHempenstall.doc.
Hempenstall, K. (1999). Special Issue: FOCUS: The RMIT Bundoora Australia Direct Instruction Model KerryHempenstall, Department of Psychology and Intellectual Disability Studies. Effective School Practices, 18(1), 9-55.
Hempenstall, K. (1999). Miscue analysis: A critique. Effective School Practices, 17(3), 85-93.
Hempenstall, K. (1997). The role of phonemic awareness in beginning reading: A review. BehaviourChange, 14(4), 1-14.
Hempenstall, K. (1997). The whole language-phonics controversy: An historical perspective. Educational Psychology, 17, 399-418.
Hempenstall, K. (1996). A model for reading assessment and intervention in the RMIT Psychology Clinic. Australian Journal of Learning Disabilities, 1(2), 18-27.
Hempenstall, K. (1996). The gulf between educational research and policy: The example of Direct Instruction and whole language. Behaviour Change, 13(1), 33-46.
Hempenstall, K. (1996). The whole language approach to reading: An empiricist critique. Australian Journal of Learning Disabilities, 1(3), 22-32.
Hempenstall, K. (1996). Whole language takes on golf. Effective School Practices, 15(2), 32-33.
Non refereed journal articles and other publications
Hempenstall, K. (2013). Has ACER jumped the shark? LDA Bulletin, p.13. September 2013
Hempenstall, K. (2013). Guessing: Why the reading wars wont end. Signatory to letter to Washington Post concerning the NCTQ report on teacher training. Retrieved from http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/09/17/another-blast-in-the-reading-wars/
Hempenstall, K. (2013). What is the place for national assessment in the prevention and resolution of reading difficulties. Submission to Senate Committee: The effectiveness of the National Assessment Program - Literacy and Numeracy. Retrieved from http://www.aph.gov.au/Parliamentary_Business/Committees/Senate_Committees?url=eet_ctte/naplan_2013/submissions.htm
Hempenstall, K., Coltheart, M., & Wheldall, K. (2013). An Open Letter to all Australian Federal and State Ministers of Education. Retrieved from http://www.filedropper.com/updatedopenlettertoallfederalandstateministersofeducationcopy
Hempenstall, K. (2013). Evidence-based practice in education: Why not? Submission to Senate Committee on Teaching and Learning (maximising our investment in Australian schools). Retrieved from https://senate.aph.gov.au/submissions/comittees/viewdocument.aspx?id=324387a8-60c3-414b-9cc2-2e5da8e32d8e
Hempenstall, K. (2012, Dec). Wheres the evidence? Principal Matters, 52-55.
Negri, L.M., Smith, D.S., Hempenstall, K., Schuster, S., Little, E., & Wilks, R. (2007). Enhancing clinical competence: The development of an assessment instrument and multimedia instructional package. Ed Magazine, 2(2). Melbourne: RMIT University.
Hempenstall, K. (2007). The neglected role of expertise. Directions in Education, 16(12), 22/6/07.
Hempenstall, K. (2007). Evidence-based practices? Directions in Education, 16(5), 23/3/07.
Hempenstall, K. (2007). The teaching of literacy: Reflecting a profession without a strong foundation. Submission to the Sena.
Hempenstall, K. (2007). What future for pastoral care. Education Review, pp. 8, 9, 14/2/2007.
Hempenstall, K. (2006). Practice makes permanent. The Age, Education Opinion, p.16, 17/7/2006.
Hempenstall, K. (2006). What brain research can tell us about reading instruction. Learning Difficulties Australia Bulletin, 38(1), 15-16.
Hempenstall, K. (2005). Literacy for all is a noble goal: The hurdle of teacher mistraining. Learning Difficulties Australia Bulletin, 37(3), 11-15.
Hempenstall, K. (2005). Spelling it out. Education Review, 15(37), 4. 21/9/2005.
Hempenstall, K. (2005). The quiet crisis of upper-level illiteracy. The Age, Education Opinion, p.5, 6/6/2005.
Hempenstall, K. (2004). Promise of a new chapter for readers. The Australian, Opinion, p.15, 10/11.
Hempenstall, K. (2003, Sept). Is it really necessary to teach reading in secondary school? The Newsletter of the Australian Centre for Youth Literature, 3, 6-7.
Hempenstall, K. (2002). Reading between the lines. The Daily Advertiser, Wagga.
Hempenstall, K. (2002). Reading between the lines. Canberra Times, p. 27/2/02.
Hempenstall, K. (2001). Brief the public on air marshals. The Herald Sun, Opinion, p.19, 21/12.
Hempenstall, K. (2001). Security brought to a higher plane. The Australian, Opinion, p.9, 21/12.
Hempenstall, K. (2001). Hark Your Greeting Card Sing. Readers Digest, p. 156, Dec. 2001.
Hempenstall, K. (2001). Why we feel the way we do: Some psychological consequences for Australia of the US tragedy. RMIT Openline, 9(2), [On Line]
Hempenstall, K. (2000). Concert review. Melbourne Jazz Scene, 1(4), 3.
Hempenstall, K. (2000, Spring). Playing games: Vicarious satisfaction vs violent thrill. Australian Educator, 27, 26-27.
Hempenstall, K. (2000). Video violence: More than just playing around? RMIT Openline, 8(2), 8.
Hempenstall, K. (1999). The role of phonics in learning to read: A rejoinder to Emmitt's critique. Fine Print, 22(4), 19-25.
Hempenstall, K. (1999). Hey, stop, children, what's that sound? The Australian, Nov 8, p.21.
Hempenstall, K. (1999). The role of phonics in learning to read: What does recent research say? Fine Print, 22(1), 7-12.
Hempenstall, K. (1999, Feb 17). Reading between the lines. The Age, Education, p.5.
Hempenstall, K. (1999). Giving grim tale a happy ending. The Australian, Oct 4, p.19.
Hempenstall, K. (1999). Alarm over cyber tots. Herald Sun, July 14, pp.1, 4.
Hempenstall, K. (1999). Hey, stop, children, whats that sound? The Australian, Nov 8, p.21.
Hempenstall, K. (1999). Book chapter: Invited article in "Learning Disabilities", Issues for the Nineties, 56, 4-5. NSW: Spinney Press.
Hempenstall, K. (1999, Feb 17). Reading between the lines. The Age, Education, p.5. This unedited version was entitled: Reading problems: The causal role of the education system. Edited version published as: "Reading between the lines", The Age, Education, p.5, 17/2/99.
Hempenstall, K. (1998, Feb 3). Yum, a word in my soup. The Age, Education Age, p.A13.
Hempenstall, K. (1997) Whole language takes on golf. Australian Journal of Learning Disabilities, 2(1), 28-29.
Hempenstall, K. (1997, Feb 18). A reading by osmosis guide. The Age, Education Age p.2.
Hempenstall, K. (1997, March 7). Whole language takes on golf. Ottawa Citizen, p. A16.
Hempenstall, K. (1997, Jun 10). A costly approach on how-to-read. The Age, Education Age p.2.
Hempenstall, K. (1997). Whole language takes on golf. Selected Readings on School Reform, 1(1), 148.
Hempenstall, K. (1997, Sep 24). Reviving phonetic techniques. The Whittlesea Post, pp.1,9.
Hempenstall, K. (1996, Sep.17). Can the poor afford psychotherapy? The Age, p.14.
Hempenstall, K. (1996, Oct.22). Reading help is a matter of justice. The Age, Education Age p. 2.
Hempenstall, K. (1996, Nov 5). Tale of two teachers. The Age, Education Age, pp. 5,11.
Hempenstall, K. (1996, Oct 15). Help for learning difficulties. Times-Spectator, p.6.
Hempenstall, K. (1996) Whole language takes on golf. From Left To Write. Orton Dyslexia Society (Wisconsin Branch), Fall/Winter, p.2.
Hempenstall, K. (1995, Mar. 28). Tackling the guarantee of early failure at reading. The Age, p.8.
Hempenstall, K. (1995). The role of phonics in learning to read: What does the research say? Specific Learning Disabilities Association of South Australia Incorporated, Speld News, Sept, 4 -7.
Hempenstall, K. (1995, Dec 8). Socially constructed category? Invited paper for Directions in Education, 4(19).
Hempenstall, K. (1995, Sept.). Words should be seen and heard. Invited paper for SLD Bulletin, p.2-6.
Hempenstall, K. (1995, Dec.). Tackling the guarantee of early failure at reading. Invited paper for SLD Bulletin, p.25-27.
Hempenstall, K. (1995, Dec.). The Whole Language approach to reading. Invited paper for SLD Bulletin, p.28-49.
Rottura, R. & Hempenstall, K. (1994). Parental views on the integration of their children with intellectual disabilities into regular schools in Victoria. Interaction, 7(5), 8-11.
Hempenstall, K. (1994). The role of phonics in learning to read: What does the research say? Speld, 25(2), 10-11.
Hempenstall, K. (1994, Oct.11). Words should be heard and seen. The Age, p.18.
On-Line Sources
Hempenstall, K. (2014). Corrective Reading Decoding: An evaluation. http://nifdi.org/news/hempenstall-blog/482-corrective-reading-decoding-an-evaluation June, 2014
Hempenstall, K. (2014). Phonemic Awareness: Yea, nay? http://www.nifdi.org/news/hempenstall-blog/456-phonemic-awareness-yea-nay, April 5, 2014
Hempenstall, K. (2014). Whole Language! What was that all about? Feb 5, 2014 http://www.nifdi.org/news/hempenstall-blog/441-part-1-whole-language-what-was-that-all-about
Hempenstall, K. (2014). What whole language writers have had to say about literacy. Feb 5, 2014http://www.nifdi.org/news/hempenstall-blog/442-part-2-what-whole-language-writers-have-had-to-say-about-literacy
Hempenstall, K. (2013). Keeping an eye on reading: Is difficulty with reading a visual problem? Nov 15, 2013
Hempenstall, K. (2013). Why does Direct Instruction evoke such rancour? Oct10 2013.
Hempenstall, K. (2013). Older students literacy problems Sep 11 2013.
Hempenstall, K. (2013). Feel like a spell? Aug 09 2013.
Hempenstall, K. (2013). Seriously good online educational resources July 12, 2013.
Hempenstall, K. (2013). Pages and pages on stages (reading stages, that is). June 15, 2013.
Hempenstall, K. (2013). Literacy assessment based upon the National Reading Panels Big Five components May 16, 2013.
Hempenstall, K. (2013). Miscue mischief April 11, 2013.
Hempenstall, K. (2013). Using the 100 Lessons program to effect change in phonological processing. Mar 17, 2013.
Hempenstall, K. (2013). A history of disputes about reading instruction Feb 28 2013.
Hempenstall, K. (2013). Failure to learn: Causes and consequences Dr Kerry Hempenstall Feb 3 2013.
Hempenstall, K. (2013). Fluency: Its significance and promotion Jan 16, 2013.
Hempenstall, K. (2013). What are these Matthew Effects? Jan 4, 2013. Retrieved from http://www.adihome.org/adi-blog/latest
Hempenstall, K. (2012). Can people with an intellectual disability learn to read? Dec 13, 2012.
Hempenstall, K. (2012). Content modality or learner modality? Various quotes on learning styles Dec 6, 2012.
Hempenstall, K. (2012). The three-cueing system in reading: Will it ever go away? Nov 28, 2012.
Hempenstall, K. (2012). Reviews supporting Direct Instruction program effectiveness Nov 11, 2012.
Hempenstall, K. (2012). Literacy and mental health Nov 5, 2012.
Hempenstall, K. (2012). Literacy And Behaviour Oct 29, 2012.
Hempenstall, K. (2012). Evidence-based practice in the classroom. . Oct 29, 2012.
Hempenstall, K. (2012). First Blog: Evidence-based practice Oct 17, 2012.
Hempenstall, K. (2011). Use your brain and teach children to read properly. The Conversation. December 14. Retrieved from http://theconversation.edu.au/use-your-brain-and-teach-children-to-read-properly-3579
Hempenstall, K. (2011). Sounding off about teaching children to read. The Conversation. May 13. Retrieved from http://theconversation.edu.au/articles/sounding-off-about-teaching-children-to-read-1766
Hempenstall, K. (2011). As easy as ABC: The way to ensure children learn to read. The Conversation. August 19. Retrieved from http://theconversation.edu.au/as-easy-as-abc-the-way-to-ensure-children-learn-to-read-1373
Hempenstall, K. (2009). The whole language-phonics controversy: A historical perspective. Retrieved from http://www.educationnews.org/articles/the-whole-language-phonics-controversy-a-historical-perspective.html
Hempenstall, K. (2008). Reading: Case for a change. The Age, 4 August 2008. Retrieved from http://www.agreement.com.au/agreement-articles/2008/8/4/reading-case-for-a-change/
Hempenstall, K. (2008). In support of early explicit phonics instruction. http://ednews.org/articles/in-support-of-early-explicit-phonics-teaching.html http://educationviews.org/2008/06/03/in-support-of-early-explicit-phonics-teaching/
Hempenstall, K. (2007). The teaching of literacy: Reflecting a profession without a strong foundation. Education News. Retrieved fromhttp://www.educationnews.org/articles/the-teaching-of-literacy-reflecting-a-profession-without-a-strong-foundation.html
Hempenstall, K. (2007). What's the greatest innovation? Pfizer survey. Retrieved fromhttp://www.spiked-online.com/index.php?/innovationsurvey/article/3219/
Hempenstall, K. (2006). The three-cueing model: Down for the count? Education News. Retrieved from http://www.educationnews.org/articles/the-three-cueing-model-down-for-the-count.html
Hempenstall, K. (2006). What inspired you? Retrieved from http://www.spiked-online.com/index.php?/inspired/article/1445/
Hempenstall, K. (2006). Balanced golf instruction. Education News. Retrieved from http://www.educationnews.org/ed_reports/30209.html
Hempenstall, K. (2006). Enlightening the Future 2024: Key challenges for the next generation. Retrieved from http://www.spiked-online.com/index.php?/surveys/2024_article/956/
Hempenstall, K. (2005). Just the words, maam. Organization for Quality Education, 13(3), p.5. Retrieved from http://societyforqualityeducation.org/newsletter/sep05/Words.pdf.
Hempenstall, K. (2004). Abracadabra phonics: Balanced magic. Education News 6/9/2004.
Hempenstall, K. (2004). The potential power of instruction. Education News 6/3/2004. Retrieved from http://www.educationnews.org/articles/the-potential-power-of-instruction--.html
Hempenstall, K. (2003). Phonemic awareness: What does it mean? A 2003 update Retrieved from http://educationviews.org/2003/07/23/phonemic-awareness-what-does-it-mean/
Hempenstall, K. (2001). How might stage models of reading development be helpful in the classroom? Education News 6/9/2001. Retrieved from http://www.educationnews.org/articles/how-might-stage-models-of-reading-development-be-helpful-in-the-classroom-.html
Hempenstall, K. (2001). Help! I'm well beyond early intervention. Can you help my reading too? Education News 19/6/2001. Retrieved from http://www.educationnews.org/articles/help-im-well-beyond-early-intervention-can-you-help-my-reading-too.html
Hempenstall, K. (2001). Literacy for all is a noble goal: The significant interaction of learner history and teacher style. Education News. Retrieved from http://www.educationnews.org/articles/literacy-for-all-is-a-noble-goal-.html
LD Online: www.ldonline.org/ld_indepth/reading/reading.html. Also at: Be Logical at: www.belogical.com
Reading Rockets: http://www.readingrockets.org/article.php?ID=400
Hempenstall, K. (2001). Yum, a word in my soup. I remember being unable to read. Education News19/4/2001. Retrieved from http://www.educationnews.org/articles/yum-a-word-in-my-soup---i-remember-being-unable-to-read-.html
Also at: http://www.readingrockets.org/articles/196
Hempenstall, K. (2001). Some issues in phonics instruction. Education News. Retrieved from http://www.educationnews.org/articles/some-issues-in-phonics-instruction---implicit-and-explicit-phonics-instruction-.html
Hempenstall, K. (2001). Two contrasting classrooms: Tale of two teachers. Education News 13/2/2001. Retrieved from http://www.educationnews.org/articles/two-contrasting-classrooms-.html
Hempenstall, K. (2000). Freud's seminal contributions to learning styles. Education News 1/10/2000. Retrieved from http://www.educationnews.org/articles/learning-styles-.html
Also at: http://www.ldonline.org/ld_indepth/general_info/freuds_learning_style.html
Hempenstall, K. (No date). Beyond phonemic awareness: The role of other phonological abilities. Education News 5/9/2000. Retrieved from http://www.educationnews.org/articles/beyond-phonemic-awareness-the-role-of-other-phonological-abilities.html
Hempenstall, K. (2000). Beginning and remedial reading instruction: The intertwined role of phonemic awareness and phonics. Education News 21/7/2000. Retrieved from http://www.educationnews.org/articles/the-relationship-between-phonics-and-phonemic-awareness.html
Hempenstall, K. (No date). Video violence: More than playing around. Retrieved from http://www.rmit.edu.au/browse/Media/News/Openline/2000/More%20than%20playing%20around%3F/?QRY=video%20violence
Hempenstall, K. (No date). The Matthew effects. Retrieved from http://www.educationnews.org/articles/the-matthew-effects-.html
Hempenstall, K. (No date). Phonemic awareness: What does it mean? Retrieved from http://www.educationnews.org/articles/phonemic-awareness-what-does-it-mean.html
Hempenstall, K. (No date). How "phonemic awareness" is taught in Teach Your Child to Read in 100 Easy Lessons. Retrieved from http://www.startreading.com/related.htm#PA
Hempenstall, K. (No date). Miscue analysis: A critique. Retrieved from www.educationnews.org/articles/miscue-analysis-a-critque-.html
Hempenstall, K. (No date). The whole language approach to reading: An empiricist critique. Retrieved from http://www.flinders.edu.au/topics/McGuire/C5SG/SG2.htm
Hempenstall, K. (No date). Whole language takes on golf. Retrieved from http://www.interlog.com/~klima/ed/golf.html
Hempenstall, K. (No date). Whole language takes on golf. Retrieved from http://www.nrrf.org/satire_golf.html
Hempenstall, K. (No date). Whole language takes on golf. Retrieved from http://www.ldonline.org/first_person/hempenstall.html
Hempenstall, K. (No date). Whole language takes on golf. Retrieved from http://www.theriver.com/Public/tucson_parents_edu_forum/
Hempenstall, K. (No date). Whole language takes on golf. Retrieved from http://www.nrrf.org/satire_golf.html
Hempenstall, K. (No date). Whole language takes on golf. Retrieved from http://www.rmit.edu.au/staff/kerry_hempenstall
Hempenstall, K. (No date). The role of phonics in learning to read: What does the research say? Retrieved from www.valbec.org.au/05/fineprint/archive/1999/99SP.pdf
Hempenstall, K. (No date). Words should be heard and seen. Retrieved from mams.rmit.edu.au/vrqngyteu4j5.doc
Hempenstall, K. (No date). Tackling the guarantee of early failure at reading. Retrieved from mams.rmit.edu.au/l5k36lqyu3j5.doc
Hempenstall, K. (No date). Reading help is a matter of justice. Retrieved from mams.rmit.edu.au/ewotp7niv2j5.doc
Hempenstall, K. (No date). A costly approach on how to read. Retrieved from mams.rmit.edu.au/dua5iuj2w1j5.doc
Symposia Organised
Hempenstall, K. (1998). Empirically validated procedures for teaching reading. Symposium presented at the 33rd Annual Conference of the Australian Psychological Society, Melbourne, Victoria.
Conference Presentations
Hempenstall, K. (2013). Response to Intervention: Whats all the fuss? Invited presentation at the More Support for Students with Disabilities (MSSD) Symposium 2013. Catholic Education Office Melbourne.
Hempenstall, K. (2012). What does evidence-based practice mean? Plenary address, Disability Services Support Unit Conference: Partnerships Curriculum Practice and Leadership. Brisbane, 24/9/2012. Power Point | Audio
Hempenstall, K. (2012). Response to Intervention: Accountability in Action Workshop, Disability Services Support Unit Conference: Partnerships Curriculum Practice and Leadership. Brisbane, 24/9/2012. Power Point | Audio
Hempenstall, K. (2012). Response to Intervention: An alternative to Reading Recovery. LDA Research Symposium: Beyond Reading Recovery What works best? University of Melbourne Hawthorn Campus, 25 February 2012. Handouts | Video
Hempenstall, K. (2010). Supporting schools to strengthen curriculum provision and teaching responses for students with significant learning difficulties Office for Government School Education: Student Wellbeing and Student Learning Divisions, Friday 28 May 2010.
Hempenstall, K. (2009). Confluence: Commonalities across literacy reports from USA, Great Britain, and Australia. Keynote presentation at the Effective Teaching Conference, Melbourne University Private, Hawthorn. Nov 13, 2009. Video
Hempenstall, K. (2009). Confluence: Commonalities across literacy reports from USA, Great Britain, and Australia. Presentation at the LDA Seminar Effective Reading Instruction for All: National and International Perspectives 23/9/2009.
Hempenstall, K. (2009). What is Response to Intervention (RTI)? Presentation at the LDA Seminar Effective Reading Instruction for All: National and International Perspectives 23/9/2009. Handouts | Video
Hempenstall, K. (2009). Aiding parents to teach reading at home: The RMIT Clinic approach. Joint Conference (LDA/RSTAQ/SPELD) Consult and Collaborate: A holistic approach to learning needs. Brisbane Convention and Exhibition Centre, 18 19 September 2009
Hempenstall, K. (2008). Implications for practice of current research on reading and spelling. Keynote presentation at the Effective Teaching Conference, Melbourne University Private, Hawthorn. Nov 14, 2008
Hempenstall, K. (2007). Topical issues in instruction. Keynote presentation at the Effective Teaching Conference, Melbourne University Private, Hawthorn. Nov 30, 2007.
Hempenstall, K. (2007). Evidence-based practice in education. Conference for special education staff of the Parramatta Diocese, Catholic Education Office, Sydney 20/2/2007.
Hempenstall, K. (2006). Literacy research: The Australian and international context. In symposium: Changing times - the recent Literacy revolution in Australia: Policy changes, political implications, and the new literacy agenda for schools. Australian Association for Research in Education Conference Engaging Pedagogies, Adelaide 27th - 30th November, 2006.
Hempenstall, K. (2006). Evidence-based. Keynote presentation at the Effective Teaching Conference, Melbourne University Private, Hawthorn, 17/11/2006.
Hempenstall, K. (2006). Literacy research: The Australian and international context. In symposium: Changing times - the recent Literacy revolution in Australia: Policy changes, political implications, and the new literacy agenda for schools. Australian Association for Research in Education Conference Engaging Pedagogies, Adelaide 27th - 30th November, 2006. Audio of Symposium (mp3, 3.45MB).
Hempenstall, K. (2006). Preventing and overcoming reading failure: International trends in enhancing literacy attainment. Workshop presented at the Australian Association for Research in Education Conference, Engaging Pedagogies, Adelaide 27th - 30th November, 2006.
Hempenstall, K. (2006). What does evidence-based practice in education mean? Annual Hippocrates and Socrates XI conference, Students with additional learning needs: Theory, practice and interventions - what works?, Westmead Hospital, Westmead. NSW. Thursday, 7-8 September.
Hempenstall, K. (2006). What does evidence-based practice in education mean? National Conference Learning Difficulties Australia, Wesley College, 20/8/2006.
Hempenstall, K. (2005). Implications of reading research for practice. Keynote presentation at the Effective Teaching Conference, Melbourne University Private, Hawthorn, 18/11/2005.
Hempenstall, K. (2004). Implications of reading research for practice. Effective Teaching Conference, Melbourne University Private, Hawthorn, 18/11/2005.
Hempenstall, K. (2004). Research on Direct Instruction. 30th National Direct Instruction Conference, July 18 - 22, Eugene, Oregon.
Hempenstall, K. (2003). When the desire to read is not enough: International perspectives on addressing reading difficulties. Keynote presentation at the Australian Centre for Youth Literacy Conference: Reading = Literacy. State Library of Victoria, 31/7/03.
Hempenstall, K. (2003). Effective Literacy Instruction Across Curriculum K-12 Conference. Keynote and workshop presentations, Barker College, July 21.
Hempenstall, K. (2003). Tools for assessing the critical elements of reading identified by the National Reading Panel. Feature presentation at the Successful Learning Conference, University of Sydney, June 30 July 1.
Schmittinger, T & Hempenstall, K. (2001). Training a parent to implement a direct instruction reading program to a child: A case study. Paper presented at the State Conference of the Australian Association for Cognitive and Behaviour Therapy, Nov 23, Australian Catholic University, Melbourne.
Hempenstall, K. (2001). The gulf between empirically based indicators of reading progress and Education Department Curriculum Frameworks guidelines for teachers. Paper presented at the State Conference of the Australian Association for Cognitive and Behaviour Therapy, Nov 23, Australian Catholic University, Melbourne.
Hempenstall, K. (2000). The findings of the National Reading Panel, and their implications for school psychologists. Paper presented at the State Conference of the Australian Association for Cognitive and Behaviour Therapy, December 1, Deakin University, Toorak.
Hempenstall, K. (2000). Major directional shifts in literacy teaching: USA and Great Britain. Keynote address presented at the Effective Literacy and Numeracy Conference. Monash University, Oct 27.
Hempenstall, K. (2000). Preventing and overcoming reading failure: Recent research and proven programs. Invited paper presented at the Future Learning Partnerships State Conference of the Catholic Education Office, October 4, University of Melbourne.
Hempenstall, K. (2000). Reading difficulties: Identification and management. DEET Northern Metropolitan Region 6/7/00.
Hempenstall, K. (1999). The assessment and treatment of learning difficulties: Problems and recent approaches. Paper presented at the Annual State Conference of the Australian Association for Cognitive and Behavior Therapy, Latrobe U., Dec 3.
Hempenstall, K. (1999). Teaching ESL to students with learning difficulties. Panel presentation at the ESL Conference: Bridge to learning. Department of Education, Employment and Training. Hotel Sofitel, Melbourne, 15th November.
Hempenstall, K. (1999). Teaching reading to an adult with a moderate intellectual disability using a Direct Instruction program. Paper presented at the Annual Conference of the Australian Association for Cognitive and Behavior Therapy, Fremantle, WA July 5th.
Hempenstall, K. (1999). Beginning reading instruction: The roles of phonics and phonemic awareness. Keynote address presented at the Successful Learning Conference, University of Western Sydney, 23/7/1999.
Hempenstall, K. (1999). Preventing and overcoming reading failure: Effective programs and practices. Keynote address presented at the Currajong School Conference, May 22.
Hempenstall, K. (1999). Literacy and older children? What focus for instruction? Feature address presented at the Australian Association of Special Education National Conference. Sept. 25-28 at the Australian Technology Park, Sydney.
Hempenstall, K. (1998). The early identification of reading disability: The role of phonological processes. Paper presented at the 33rd Annual Conference of the Australian Psychological Society, Melbourne, Victoria.
Hempenstall, K. (1998). Empirically validated practice meets education: A breakthrough. Paper presented at the 33rd Annual Conference of the Australian Psychological Society, Melbourne, Victoria.
Hempenstall, K. (1998). Empirically validated practice meets education: A breakthrough. Keynote address presented at the Successful Learning Conference, University of Western Sydney, 23/7/1998.
Hempenstall, K. (1998). The effects of Direct Instruction reading programs on the phonological processes of students. Paper presented at the Annual Conference of the Australian Association for Cognitive and Behavior Therapy, Adelaide.
Hempenstall, K. (1997). Empirically validated practice meets education: A breakthrough. Paper presented at the Annual State Conference of the Australian Association for Cognitive and Behaviour Therapy, Latrobe U.
Hempenstall, K. (1996). The Matthew Effects in reading: Why initial delays in reading become increasingly pervasive. Paper presented at the Annual State Conference of the Australian Association for Cognitive and Behaviour Therapy, Monash U.
Hempenstall, K. (1995). The early identification of reading disability: The role of phonological processes. Paper presented at the Annual State Conference of the Australian Behaviour Modification Association, Melbourne.
Hempenstall, K. (1994). I'd like to help but how? Home-school liaison in managing disruptive behaviour. Paper presented at the 29th Annual Conference of the Australian Psychological Society, Wollongong, NSW.
Hempenstall, K. (1994). Dyslexics: Word-blind or sounds-deaf. Paper presented at the Annual Conference of the Australian Behaviour Modification Association, Fremantle, WA.
Workshops
Hempenstall, K. (2014). Invited one day workshop for staff and students of Australian Catholic University, Psychology Clinic. Direct Instruction implementation issues. April 29, The Daniel Mannix Building, Melbourne.
Hempenstall, K. (2010). Psychology Clinic: Assessment and intervention in learning disabilities. Invited one day workshop for RMIT Psychology Clinic staff, Melbourne, Feb 25, 2010.
Hempenstall, K. (2009). Assessment and intervention in learning disabilities: Recent evidence-based approaches. Invited two day workshop for SPELD, Victoria. Melbourne, July 10-11, 2009.
Hempenstall, K. (2009). Assessment and intervention in learning disabilities: Recent evidence-based approaches. Invited two day workshop for SPELD, Victoria. Bendigo, April 29-30, 2009
Hempenstall, K. (2007). Preventing & overcoming reading failure. One day workshop presented for the Dyslexia Assessment and Education Centre. Melbourne University: Hawthorn Campus, 22/6/2007.
Hempenstall, K. (2006). Preventing and overcoming reading failure: International trends in enhancing literacy attainment. Workshop presented at Australian Association for Research in Education ConferenceEngaging Pedagogies, Adelaide 27th - 30th November, 2006.
Hempenstall, K. (2005). Preventing & overcoming reading failure. One day workshop presented for the Dyslexia Assessment and Education Centre. The Parkside Inn, Bundoora, Sep 2, 2005.
Hempenstall, K. (2005). Preventing & overcoming reading failure. One day workshop presented for the Dyslexia Assessment and Education Centre. The Nerve Centre, Blackburn, June 3, 2005.
Hempenstall, K. (2004). Evidence-based literacy instruction in secondary schools: A worthwhile curriculum emphasis. One day workshop presented at Australian Centre for Youth Literacy, State Library of Victoria, 20/5/2004.
Hempenstall, K. (2004). Preventing & overcoming reading failure. One day workshop presented for the Dyslexia Assessment and Education Centre at Melbourne University: Hawthorn Campus, May 6, 2004.
Hempenstall, K. (2003). Issues in improving student performance in the upper secondary years. Workshop presented at Eumemmerring College, Hallam, 10/11/2003.
Hempenstall, K. (2003). Directly tutoring beginning readers and older non-readers: International trends in enhancing literacy attainment. Workshop presented at Seymour for Berry Street, 30th August 2003.
Hempenstall, K. (2003). Effective literacy instruction across curriculum. Learning Difficulties Australia Conference. Barker College, Sydney, July 21. 2003.
Hempenstall, K. (2002). Corrective Reading Teachers Group. Invited presentation at Eltham North Primary School. 20/11/02.
Hempenstall, K. (2002). Recent issues in reading intervention. Keynote address presented at the ACER Professional Development Workshop, Monash University, June 14.
Hempenstall, K. (2002). Recent issues in reading intervention. Keynote address presented at the McGraw Hill Professional Development Workshop, Mt Ommaney Plaza, Brisbane, QLD, March 11.
Hempenstall, K. (2002). Establishing reading interventions. Workshop presented at the ACER Professional Development Workshop, Mt Ommaney Plaza, Brisbane, QLD, March 11.
Hempenstall, K. (2001). Preventing and overcoming reading failure: Proven programs and practices. Invited one day workshop for SPELD, Victoria , University of Melbourne, Hawthorn Campus, 4/8/2001.
Hempenstall, K. (2001).Recent issues in reading intervention. Keynote address presented at the ACER Professional Development Workshop, Monash University, June 7.
Hempenstall, K. (2001). Training parents to provide empirically supported reading instruction to their children: Techniques employed in the RMIT Psychology Clinic. One-half day workshop presented at the Helping Families Change Conference: From Theory into Practice. Hilton on the Park, Sat 24/2/2001.
Hempenstall, K. (2000). Issues in implementing the Corrective Reading program: Comprehension strand. Keynote address presented at the Effective Literacy and Numeracy Workshop. Monash University, Oct 27.
Hempenstall, K. (2000). Working with tertiary students with learning disabilities. One-day workshop presented at the Riverina College of TAFE, Albury, NSW. 12/5/2000.
Hempenstall, K. (2000). Major issues in learning disabilities. One-day workshop presented at the Riverina College of TAFE, Albury, NSW. 11/5/2000.
Hempenstall, K. (2000). Phonemic awareness and phonics: Relevance to older students. Invited workshop for the Conference of Speech Pathologists, Melbourne, June 2000.
Hempenstall, K. (2000). Empirically validated practice and reading: Programs that work. Invited half-day workshop for the National Conference of the AACBT, Melbourne, April 2000.
Hempenstall, K. (1999). Literacy and older students: what focus for instruction? Invited workshop for TRAF (Teachers Reacting Against Failure) presented at the Richmond TAFE Conference Centre, Sydney. Nov. 23.
Hempenstall, K. (1999). Beginning reading instruction: The ro
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