STAFF PROFILE
Dr. Kerin Hempenstall
Position:
Associate
College / Portfolio:
Design and Social Context
Campus:
Bundoora East
1 PhD Completions
Reading instruction, dyslexia, reading disability, learning disability, teacher education, bullying in schools.
- Hempenstall, K. (2020). Teaching reading through Direct Instruction: A role for educational psychologists? In: Educational and Developmental Psychologist, 37, 133 - 139
- Hempenstall, K. (2014). What works? Evidence-based practice in education is complex In: Australian Journal of Learning Difficulties, 19, 113 - 127
- Hempenstall, K. (2013). What is the place for national assessment in the prevention and resolution of reading difficulties? In: Australian Journal of Learning Difficulties, 18, 105 - 121
- Hempenstall, K. (2012). Response to intervention: Accountability in action In: Australian Journal of Learning Difficulties, 17, 101 - 131
- Watson, T.,Hempenstall, K. (2008). Effects of a computer based beginning reading program on young children In: Australasian Journal of Educational Technology, 24, 258 - 274
- Hempenstall, K. (2007). Will education ever embrace empirical research? In: Direct Instruction News, 7, 12 - 20
- Hempenstall, K. (2007). Literacy research: The Australian and international context In: Australian Association for Research in Education Conference Engaging Pedagogies 2006 International Research Conference Proceedings, , 27-30 Nov 2006
- Infantino, J.,Hempenstall, K. (2006). Effects of a decoding program on a child with Autism Spectrum Disorder In: Australasian Journal of Special Education, 30, 126 - 144
- Hempenstall, K. (2006). What does evidence-based practice in education mean? In: Australian Journal of Learning Disabilities, 11, 83 - 92
- Hempenstall, K. (2006). The use of a direct Instruction reading program to tutor an adult with a moderate intellectual disability In: Direct Instruction News, 6, 6 - 11