Top of page
Global Site Navigation

School of Education

Local Section Navigation
You are here: Main Content

Associate Professor Lorraine Hammond

Associate Professor

Staff Member Details
Telephone: +61 8 6304 6540
Email: l.hammond@ecu.edu.au
Campus: Mount Lawley  
Room: ML16.120  
ORCID iD: https://orcid.org/0000-0002-0492-8282

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.

Qualifications

  • Doctor of Philosophy, Edith Cowan University.

Research Outputs

Journal Articles

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. https://doi.org/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. https://doi.org/10.14221/ajte.2020v45n3.5.

Journal Articles

  • 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. https://doi.org/10.14221/ajte.2018v43n7.7.
  • 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. https://doi.org/10.1080/19415257.2017.1372303.

Journal Articles

  • 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. https://doi.org/10.1080/19404158.2015.1089916.
  • 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. https://doi.org/10.1007/s10643-014-0652-7.
  • 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. https://doi.org/10.1080/19404158.2015.1023208.

Journal Articles

  • Moore, W., Hammond, L., Fetherston, T. (2014). Strengthening vocabulary for literacy: an analysis of the use of explicit instruction techniques to improve word learning from story book read-alouds. Australian Journal of Learning Difficulties, 19(2), 153-172. https://doi.org/10.1080/19404158.2014.964992.
  • Capern, T., Hammond, L. (2014). Establishing positive relationships with secondary gifted students and students with emotional/behavioural disorders: giving these diverse learners what they need. Australian Journal of Teacher Education, 39(4), 46-67. https://doi.org/10.14221/ajte.2014v39n4.5.

Journal Articles

  • Moore, W., Hammond, L. (2011). Using Education Assistants to help pave the road to literacy: Supporting oral language, letter-sound knowledge and phonemic awareness in the pre-primary year. Australian Journal of Learning Difficulties, 16(2), 85-110. https://doi.org/10.1080/19404151003763029.

Journal Articles

  • Barrett, E., Hammond, L. (2008). Early childhood education of children with specific language impairments. Australian Journal of Learning Difficulties, 13(2), 145-160. https://doi.org/10.1080/19404150802389366.
  • Main, S., Hammond, L. (2008). Best Practice or most practiced? Pre-service teachers' beliefs about effective behaviour management strategies and reported self-efficacy. Australian Journal of Teacher Education, 33(4), 28-39.

Journal Articles

  • Hammond, L. (2004). Getting the right balance: Effective classroom spelling instruction. Australian Journal of Learning Difficulties, 9(3), 11-18.

Research Projects

  • Attitudes toward Direct Instruction in WA Primary and Secondary Schools, Ellenbrook Secondary College, Grant, 2016 ‑ 2019, $36,364.
  • The Efficacy of Professional Coaching for Teachers in Explicit Instruction - Phase 2, Beverley District High School, Grant, 2017 ‑ 2019, $44,000.
  • 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, $50,000.
  • 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.

Research Student Supervision

Principal Supervisor

  • Doctor of Philosophy, Exploring the lived experience of Developmental Neurological Differences (DND): Perspectives of former students and Western Australian teachers.

Co-principal Supervisor

  • Doctor of Philosophy, Exploring the factors influencing the parent decision making process in using a non-evidence based practice to educate their children classified as having low funcitoning autism

Principal Supervisor

  • Doctor of Philosophy, When Autism Strikes
  • Doctor of Philosophy, Pre-primary teachers' enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice
  • 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, 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.
Skip to top of page