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  • Dr Lorraine Hammond

    Dr Lorraine Hammond

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Associate Professor Lorraine Hammond AM

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 an Associate Professor in the School of Education. She co-ordinates the Learning Difficulties Specialisation in the post-graduate program.

Current teaching

  • EDU4477 & 6677 Direct Instruction and Teacher Effectiveness (Undergrad and Masters of Teaching Primary)
  • EDU4221 & 6221 Strategies for Learning Difficulties (Undergrad and Masters of Teaching Primary)
  • EDU6784 High Impact Instruction for Students with Learning Difficulties (Masters of Teaching Secondary)
  • EDU6477 Direct Instruction and Teacher Effectiveness (Post Graduate)
  • EDU6584 Strategies for Learning Difficulties (Post Graduate)
  • EDU6651 Science of Reading (Postgraduate)

Background

Lorraine has worked and researched in the area of early literacy, high impact instructional strategies, including explicit teaching and learning difficulties since 1990. Lorraine completed her Masters and PhD on the prevention of reading and spelling difficulties and in 2002 was awarded a Churchill Fellowship. In 2016, Lorraine was recognised by the Australian Government with a University Teaching Award for outstanding tertiary teaching and in 2017 the Australian Council for Educational Leadership recognised her work in schools promoting high impact instruction. In 2019, Lorraine received an Order of Australia (AM) for her significant contribution to tertiary education and the community. Since 2017, Lorraine has developed and presented professional learning on evidence-based literacy strategies for the Kimberley Schools Project in the north of WA in remote community schools. In 2021, she commenced work with Catholic Education, Archdiocese of Canberra and Goulburn.

Professional Associations

  • 2010 - 2021 President/Executive Council Member Learning Difficulties Australia
  • 2014 - Independent School Board Chair: Dawson Park Primary School
  • 2009 - Independent School Board Deputy Chair: Challis Community Primary School
  • 2017 - Independent School Board Member: Harrisdale Senior High School
  • 2020 - Independent School Board Member: Applecross Senior High School

Awards

  • 2019 – Order of Australia for Significant service to higher education and the community

University and national teaching awards

  • 2017 – ACEL Leadership Award
  • 2016 – Federal Department of Education National Teaching Excellence Award
  • 2010 –Vice Chancellor’s Citation for Excellence in Teaching

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

2023

Journal Articles

  • Smith, R., Snow, P., Serry, T., Hammond, L. (2023). Elementary Teachers’ Perspectives on Teaching Reading Comprehension. Language, Speech and Hearing Services in Schools, 54(3), 888-913. https://doi.org/10.1044/2023_LSHSS-22-00118.

2022

Journal Articles

  • Hammond, L. (2022). Attitudes toward Direct Instruction in Western Australian primary and secondary schools. Teaching and Teacher Education, 112(April 2022), Article number 103651. https://doi.org/10.1016/j.tate.2022.103651.
  • Serry, T., Snow, P., Hammond, L., McLean, E., McCormack, J. (2022). Educators’ perspectives about teaching and supporting students with learning difficulties in reading. Australian Journal of Education, 66(3), 292-313. https://doi.org/10.1177/00049441221130551.

2021

Journal Articles

2020

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.

2018

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.

2015

Journal Articles

  • 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.
  • 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.
  • 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.

2014

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.

2011

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.

2008

Journal Articles

  • 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.
  • 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.

2004

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

Current Supervisions

Principal Supervisor

  • Doctor of Philosophy, Exploring the lived experience of Developmental Neurological Differences (DND): Perspectives of former students and Western Australian teachers.
  • Doctor of Philosophy, Early Primary Teachers’ Understanding of Sight Words: A Picture Paints a Thousand Words but a Word is Not a Picture

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

Completed Supervisions

Principal Supervisor

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