| The role of background knowledge in reading comprehension: A critical review R Smith, P Snow, T Serry, L Hammond Reading Psychology 42 (3), 214-240, 2021 | 238 | 2021 |
| Best practice or most practiced? Pre-service teachers' beliefs about effective behaviour management strategies and reported self-efficacy S Main, L Hammond Australian Journal of Teacher Education (Online) 33 (4), 28-39, 2008 | 160 | 2008 |
| Teachers taking up explicit instruction: The impact of a professional development and directive instructional coaching model L Hammond, WM Moore Australian Journal of Teacher Education (Online) 43 (7), 110-133, 2018 | 118 | 2018 |
| Establishing positive relationships with secondary gifted students and students with emotional/behavioural disorders: Giving these diverse learners what they need T Capern, L Hammond Australian Journal of Teacher Education (Online) 39 (4), 46-67, 2014 | 81 | 2014 |
| The synergistic effect of teaching a combined explicit movement and phonological awareness program to preschool aged students D Callcott, L Hammond, S Hill Early Childhood Education Journal 43, 201-211, 2015 | 55 | 2015 |
| Early childhood educators’ perceived and actual metalinguistic knowledge, beliefs and enacted practice about teaching early reading L Hammond Australian journal of learning difficulties 20 (2), 113-128, 2015 | 50 | 2015 |
| The effect of a professional development model on early childhood educators’ direct teaching of beginning reading GE Scarparolo, LS Hammond Professional Development in Education 44 (4), 492-506, 2018 | 43 | 2018 |
| Strengthening vocabulary for literacy: An analysis of the use of explicit instruction techniques to improve word learning from story book read-alouds W Moore, L Hammond, T Fetherston Australian Journal of Learning Difficulties 19 (2), 153-172, 2014 | 29 | 2014 |
| What’s in a word? Australian experts’ knowledge, views and experiences using the term dyslexia TA Serry, L Hammond Australian Journal of Learning Difficulties 20 (2), 143-161, 2015 | 25 | 2015 |
| Walking the talk: Western Australian teachers’ beliefs about early reading and spelling instruction and their knowledge of metalinguistics R Meehan, L Hammond Australian Journal of Learning Difficulties 11 (1), 17-24, 2006 | 22 | 2006 |
| Getting the right balance: Effective classroom spelling instruction L Hammond Australian Journal of Learning Difficulties 9 (3), 11-18, 2004 | 16 | 2004 |
| Using education assistants to help pave the road to literacy: Supporting oral language, letter-sound knowledge and phonemic awareness in the pre-primary year W Moore, L Hammond Australian Journal of learning difficulties 16 (2), 85-110, 2011 | 14 | 2011 |
| Educators’ perspectives about teaching and supporting students with learning difficulties in reading T Serry, P Snow, L Hammond, E McLean, J McCormack Australian Journal of Education 66 (3), 292-313, 2022 | 11 | 2022 |
| Using sentence dictation to practise and assess taught spelling and punctuation skills: a Year 2 Explicit Instruction intervention S Robinson-Kooi, LS Hammond Australian Journal of Learning Difficulties 25 (1), 83-108, 2020 | 9 | 2020 |
| The spelling detective project: A year 2 explicit instruction spelling intervention S Robinson-Kooi, L Hammond Australian Journal of Teacher Education (Online) 45 (3), 63-80, 2020 | 9 | 2020 |
| Explainer: what is explicit instruction and how does it help children learn? L Hammond The Conversation, 2019 | 8 | 2019 |
| Early childhood education of children with specific language impairments E Barrett, L Hammond Australian Journal of Learning Difficulties 13 (2), 145-160, 2008 | 6 | 2008 |
| When bright kids fail: how to help children overcome specific learning difficulties L Hammond, P Hughes Simon & Schuster Australia, 1996 | 6 | 1996 |
| Attitudes toward Direct Instruction in Western Australian primary and secondary schools L Hammond Teaching and Teacher Education 112, 103651, 2022 | 3 | 2022 |
| There are many remedial programs superior to Reading Recovery L Hammond The Conversation, 2015 | 3 | 2015 |
