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Associate Professor Lorraine Hammond

Associate Professor

Contact Information Telephone: +61 8 6304 6540, Email:, Campus: Mount Lawley, Room: ML16.120
Staff Member Details
Telephone: +61 8 6304 6540
Campus: Mount Lawley  
Room: ML16.120  


Lorraine is a Associate Professor for the School of Education.

Professional Associations

  • 2010 - Learning Difficulties Australia
  • 2010 - Dianella Heights Primary School
  • 2009 - Challis Primary School
  • 1995 - Dyslexia SPELD Foundation Inc Western Australia
  • 2008 - 2010 - AUSPELD.

Research Interests

  • Early literacy development and teacher knowledge
  • Explicit, direct instruction
  • Instructional leadership and coaching
  • Literacy based learning difficulties.


  • Doctor of Philosophy, Edith Cowan University.


Recent Research Grants

  • Attitudes toward Direct Instruction in WA Primary and Secondary Schools,  Ellenbrook Secondary College,  Grant,  2016 - 2019,  $52,023.
  • The Efficacy of Professional Coaching for Teachers in Explicit Instruction - Phase 2,  Beverley District High School,  Grant,  2017 - 2019,  $57,889.
  • Flexible Literacy for Remote Primary Schools Programme,  Good to Great Schools Australia,  Remote Flexible Literacy Grant,  2015 - 2018,  $21,000.
  • Teachers’ knowledge, attitudes and beliefs about Explicit Instruction and Intentional Teaching in Early Years’ classrooms,  Our Lady of Mercy Primary School,  OLOMPS - Grant,  2015 - 2017,  $26,405.
  • The impact of a cognitive apprenticeship explicit, direct instruction (EDI) coaching model on teaching practice for literacy learning,  Edith Cowan University,  ECU Industry Collaboration Grant - 2014 (Round 1),  2014 - 2016,  $76,696.
  • Teaching Spelling Explicitly: Supporting Teachers through Coaching,  Majella Catholic Primary School,  Grant*,  2013 - 2015,  $20,000.
  • Strategic Initiatives to Address Teacher Shortages,  Department of Education, Employment and Workplace Relations,  Grant,  2008 - 2012,  $1,837,500.
  • Geographe Grammar School: A Case Study,  Swan Christian Education Assn Inc,  Grant,  2012,  $8,707.
  • Literacy project at Moorditj Noongar Community College,  The Smith Family,  Grant,  2005 - 2007,  $28,590.
  • Information technology project at Moorditj Noongar Community College,  The Smith Family,  Grant,  2004 - 2005,  $9,090.

Recent Publications (within the last five years)

Journal Articles

  • Robinson-Kooi, S., Hammond, L., (2020), Using sentence dictation to practise and assess taught spelling and punctuation skills: A Year 2 Explicit Instruction intervention. Australian Journal of Learning Difficulties, 25(1), 83-108, Melbourne , Taylor and Francis , DOI: 10.1080/19404158.2020.1752747.
  • Robinson-Kooi, S., Hammond, L., (2020), The Spelling Detective Project: A year 2 explicit instruction spelling intervention. Australian Journal of Teacher Education, 45(3), 63-80, Australia, Social Science Press, DOI: 10.14221/ajte.2020v45n3.5.
  • Scarparolo, G., Hammond, L., (2018), The effect of a professional development model on early childhood educators’ direct teaching of beginning reading. Professional Development in Education, 44(4), 492-506, Britain, Routledge Taylor and Francils, DOI: 10.1080/19415257.2017.1372303.
  • Hammond, L., Moore, W., (2018), Teachers taking up explicit instruction: The impact of a professional development model including directive instructional coaching. Australian Journal of Teacher Education, 43(7), 110-133, Australia, Social Science Press, DOI: 10.14221/ajte.2018v43n7.7.
  • Callcott, D., Hammond, L., Hill, S., (2015), The synergistic effect of teaching a combined explicit movement and phonological awareness program to preschool aged students. Early Childhood Education Journal, 42(4), 13, Springer, DOI: 10.1007/s10643-014-0652-7.
  • Serry, TA., Hammond, L., (2015), What’s in a word? Australian experts’ knowledge, views and experiences using the term dyslexia. Australian Journal of Learning Difficulties, 20(2), 143-161, Oxon, UK, Routledge, DOI: 10.1080/19404158.2015.1089916.
  • Hammond, L., (2015), Early childhood educators’ perceived and actual metalinguistic knowledge, beliefs and enacted practice about teaching early reading. Australian Journal of Learning Difficulties, 20(2), 113-128, Oxon, UK, Routledge, DOI: 10.1080/19404158.2015.1023208.

Research Student Supervision

Principal Supervisor

  • Doctor of Philosophy,  The effect of reflex replication program on retained primary reflexes, motor coordination, vocabulary, visual motor ability and rapid naming in preprimary aged children.
  • Doctor of Philosophy,  Exceptional connections: A cross-cultural exploration of the actual teacher behaviours that contribute to positive relationships with gifted secondary students and secondary students with emotional/behavioural disorders.
  • Doctor of Philosophy,  When Autism Strikes
  • Doctor of Philosophy,  Clever talk: Using literature to boost vocabulary through explicit teaching in early childhood.
  • Doctor of Philosophy,  The prevalence of twice exceptional students in the gat academic programs: The near miss phenomena
  • Master of Education,  Preventing early literacy failure: Assessing the impact of embedded-explicit intruction in vocabulary and phonemic awareness on the emergent literacy skills of students with oral language impairment.
  • Master of Education,  Coaching parents of children with ADHD: A Western Australian study
  • Doctor of Philosophy,  Growing phonological and morphological knowledge and improving spelling outcomes in year 2 primary school children through explicit instruction and contextualised dictation
  • Doctor of Philosophy,  The effect of a professional development model on teachers' knowledge, beliefs and instructional practices in teaching early reading.
  • Doctor of Philosophy,  Pre-primary teachers' enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice
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