Lorraine Hammond

623 total citations · 1 hit paper
20 papers, 355 citations indexed

About

Lorraine Hammond is a scholar working on Developmental and Educational Psychology, Education and Safety Research. According to data from OpenAlex, Lorraine Hammond has authored 20 papers receiving a total of 355 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Developmental and Educational Psychology, 15 papers in Education and 3 papers in Safety Research. Recurrent topics in Lorraine Hammond's work include Reading and Literacy Development (15 papers), Writing and Handwriting Education (6 papers) and Teacher Education and Leadership Studies (3 papers). Lorraine Hammond is often cited by papers focused on Reading and Literacy Development (15 papers), Writing and Handwriting Education (6 papers) and Teacher Education and Leadership Studies (3 papers). Lorraine Hammond collaborates with scholars based in Australia, South Sudan and United States. Lorraine Hammond's co-authors include Tanya Serry, Pamela Snow, Susan Hill, Emma Barrett, Jane E. McCormack, Jennifer Buckingham and Stephen Dinham and has published in prestigious journals such as Australasian Journal of Paramedicine, Teaching and Teacher Education and Language Speech and Hearing Services in Schools.

In The Last Decade

Lorraine Hammond

18 papers receiving 325 citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

The Role of Background Knowledge in Reading Comprehension: A Critical Review

2021 135 citations Pamela Snow, Tanya Serry et al. Reading Psychology profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Lorraine Hammond Australia	9	230	212	33	31	28	20	355
Miriam Alfassi Israel	9	232 1.0×	249 1.2×	50 1.5×	31 1.0×	33 1.2×	10	388
Leticia Martínez United States	8	163 0.7×	180 0.8×	15 0.5×	35 1.1×	34 1.2×	19	316
Judith Hillman Australia	5	187 0.8×	194 0.9×	37 1.1×	45 1.5×	29 1.0×	8	336
Luke Duesbery United States	9	185 0.8×	159 0.8×	21 0.6×	62 2.0×	12 0.4×	15	299
Matthias Grünke Germany	8	147 0.6×	137 0.6×	21 0.6×	36 1.2×	29 1.0×	68	275
Steven J. Amendum United States	12	350 1.5×	397 1.9×	51 1.5×	67 2.2×	28 1.0×	38	575
Eric Ekholm United States	8	210 0.9×	161 0.8×	23 0.7×	38 1.2×	60 2.1×	14	308
Chen-Huei Liao Taiwan	10	133 0.6×	175 0.8×	25 0.8×	44 1.4×	12 0.4×	20	305
Robert J. Rickelman United States	8	170 0.7×	139 0.7×	22 0.7×	21 0.7×	29 1.0×	15	287
Susan P. Homan United States	9	194 0.8×	232 1.1×	31 0.9×	67 2.2×	20 0.7×	21	340

Countries citing papers authored by Lorraine Hammond

Since Specialization

Citations

This map shows the geographic impact of Lorraine Hammond's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Lorraine Hammond with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Lorraine Hammond more than expected).

Fields of papers citing papers by Lorraine Hammond

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Lorraine Hammond. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Lorraine Hammond. The network helps show where Lorraine Hammond may publish in the future.

Co-authorship network of co-authors of Lorraine Hammond

This figure shows the co-authorship network connecting the top 25 collaborators of Lorraine Hammond. A scholar is included among the top collaborators of Lorraine Hammond based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Lorraine Hammond. Lorraine Hammond is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Snow, Pamela, et al.. (2025). National and International Monitoring of Student Literacy and Numeracy Attainment: The Case for Rigorous Macro and Micro Analysis. Australian Journal of Social Issues.

Snow, Pamela, et al.. (2023). Elementary Teachers' Perspectives on Teaching Reading Comprehension. Language Speech and Hearing Services in Schools. 54(3). 888–913. 4 indexed citations

Serry, Tanya, et al.. (2022). Educators’ perspectives about teaching and supporting students with learning difficulties in reading. Australian Journal of Education. 66(3). 292–313. 5 indexed citations

Hammond, Lorraine. (2022). Attitudes toward Direct Instruction in Western Australian primary and secondary schools. Teaching and Teacher Education. 112. 103651–103651. 3 indexed citations

Snow, Pamela, et al.. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology. 42(3). 214–240. 135 indexed citations breakdown →

Hammond, Lorraine, et al.. (2020). The Spelling Detective Project: A Year 2 Explicit Instruction Spelling Intervention. The Australian journal of teacher education. 45(3). 63–80. 2 indexed citations

Hammond, Lorraine, et al.. (2020). Using sentence dictation to practise and assess taught spelling and punctuation skills: a Year 2 Explicit Instruction intervention. Australasian Journal of Paramedicine. 25(1). 83–108. 3 indexed citations

Hammond, Lorraine, et al.. (2018). Teachers Taking up Explicit Instruction: The Impact of a Professional Development and Directive Instructional Coaching Model. The Australian journal of teacher education. 43(7). 110–133. 16 indexed citations

Hammond, Lorraine, et al.. (2017). The effect of a professional development model on early childhood educators’ direct teaching of beginning reading. Professional Development in Education. 44(4). 492–506. 6 indexed citations

10.

Hammond, Lorraine. (2015). Early childhood educators’ perceived and actual metalinguistic knowledge, beliefs and enacted practice about teaching early reading. Australasian Journal of Paramedicine. 20(2). 113–128. 26 indexed citations

11.

Serry, Tanya & Lorraine Hammond. (2015). What’s in a word? Australian experts’ knowledge, views and experiences using the term dyslexia. Australasian Journal of Paramedicine. 20(2). 143–161. 13 indexed citations

12.

Hammond, Lorraine, et al.. (2014). Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need. The Australian journal of teacher education. 39(4). 16 indexed citations

13.

Hammond, Lorraine, et al.. (2014). Strengthening vocabulary for literacy: an analysis of the use of explicit instruction techniques to improve word learning from story book read-alouds. Australasian Journal of Paramedicine. 19(2). 153–172. 9 indexed citations

14.

Hammond, Lorraine, et al.. (2014). The Synergistic Effect of Teaching a Combined Explicit Movement and Phonological Awareness Program to Preschool Aged Students. Early Childhood Education Journal. 43(3). 201–211. 20 indexed citations

15.

Hammond, Lorraine, et al.. (2010). Using education assistants to help pave the road to literacy: Supporting oral language, letter-sound knowledge and phonemic awareness in the pre-primary year. Australasian Journal of Paramedicine. 16(2). 85–110. 5 indexed citations

16.

Barrett, Emma & Lorraine Hammond. (2008). Early childhood education of children with specific language impairments. Australasian Journal of Paramedicine. 13(2). 145–160. 3 indexed citations

17.

Hammond, Lorraine, et al.. (2008). Best Practice or Most Practiced? Pre-service Teachers’ Beliefs about Effective Behaviour Management Strategies and Reported Self-efficacy. Australasian Journal of Paramedicine. 33(4). 70 indexed citations

18.

Hammond, Lorraine, et al.. (2006). Walking the talk: Western Australian teachers’ beliefs about early reading and spelling instruction and their knowledge of metalinguistics. 11(1). 17–24. 11 indexed citations

19.

Hammond, Lorraine. (2004). Getting the right balance: Effective classroom spelling instruction. 9(3). 11–18. 8 indexed citations

20.

Hammond, Lorraine. (2001). Relationship between early development of spelling and reading. Australasian Journal of Paramedicine.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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