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Lowry Hemphill
Associate Professor and Chair, Department of Language and Literacy, Wheelock College
Ed. D., Reading and Language, Harvard Graduate School of Education, 1986
M. Ed., Curriculum and Instruction, Northeastern University, 1975
B. A., Social Studies, University of Connecticut, 1973
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Research Areas:
Dr. Hemphill's research focuses on supports and barriers to the literacy achievement of low-income children and adolescents. She is particularly interested in the role of home language and academic language in supporting access to more challenging aspects of literacy. Her recent work includes a
critical analysis of the effects of four literacy reform models implemented in primary grades in the Boston Public Schools and collaborative work at the John W. McCormack Middle School, developing and studying the outcomes of a literacy and language-infused social studies curriculum for students who are English language learners. Dr. Hemphill was a reading specialist and curriculum developer in the Boston Public Schools before earning her doctorate.
Activities & Honors:
Dr. Hemphill was the first recipient of the Boston Higher Education Partnership and The Education Resource Institute's (BHEP-TERI) Faculty Fellowship. She serves on the planning group for work on middle school literacy led by the Strategic Education Research Partnership (SERP), an initiative of the National Academy of Sciences. She is past Spencer Foundation and National Academy of
Education Fellow.
Selected Publications:
• Tivnan, T., & Hemphill, L. (2005). Comparing literacy reform models in high poverty schools: Patterns of first grade achievement. The Elementary School Journal, 105, 419-442.
• Griffin, R., Hemphill, L., Camp, L., & Wolf, D. (2004). Oral discourse in the preschool years and later literacy skills. First Language, 24(2), 123-147.
• Hemphill, L. (1999). Narrative style, social class, and response to poetry. Research in the Teaching of English, 33, 275-302.
• Uccelli, P., Hemphill, L. Pan, B.A., & Snow, C. (1999). Telling two kinds of stories: Sources of narrative skill. In L. Balter and C. Tamis-LeMonda (Eds.), Child psychology: A handbook of contemporary issues (215-233). Philadelphia: Taylor and Francis.
• Hemphill, L. & Snow, C. (1996). Language and literacy development: Discontinuities and differences. In D. Olson and N. Torrance (Eds.), Handbook of education and human development (173-201). Blackwell: London.
• Snow, C., Barnes, W., Chandler, J., Goodman, I. F., & Hemphill, L. (1991). Unfulfilled expectations: Home and school influences on literacy. Cambridge, MA: Harvard University Press.
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