Brigid McNeill
Biographic Data
| ID | 5764100 |
|---|---|
| NAME | Brigid McNeill |
| GIVEN NAMES | Brigid |
| FAMILY NAME | McNeill |
| SIGNATURE | MCNEILL B |
| AFFILIATIONS | University of Canterbury |
| ORCID | 0000-0002-7298-880X |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Advancing teachers’ linguistic knowledge through a large-scale professional learning and development initiative
This study investigated the enhancement of teachers’ linguistic knowledge, skills, pedagogy, and self-rated ability within a large-scale implementation of early literacy instruction in New Zealand. Data were collected from pre- and post-learning surveys from 592 educators enrolled in online professional learning and development (PLD). Linguistic knowledge scores across phonics, phonological awareness, and morphology increased from 56–70% correct …
Trajectories of screen exposure from infancy to age 8 and early school age developmental outcomes
Longitudinal associations between screen time and children’s language, early educational skills, and peer social functioning
Children's high and increasing levels of screen time are of growing concern to parents, health professionals, and researchers. With the growing availability and use of devices such as smartphones and tablets, it is important to understand the impact of children's screen use on development. Prospective longitudinal data from 6,281 children (48.3% female) in the Growing Up in New Zealand study were used to examine relations between the extent of sc…
Evaluating the large-scale implementation of structured literacy teaching in New Zealand
Purpose The Better Start Literacy Approach (BSLA) is an evidence-based classroom literacy approach for students aged 5-to 7-years-old being implemented at scale across New Zealand through professional development for teachers. This research aimed to evaluate the effectiveness of the BSLA at scale and to determine the predictors of reading and spelling success within BSLA students. Method Data came from assessment measures collected as part of the…
Large scale implementation of effective early literacy instruction
Introduction Large-scale implementation of Multi-Tiered Systems of Support (MTSS) to enhance children's early literacy success is critically important to address global literacy challenges. This paper describes one such initiative, the Better Start Literacy Approach (BSLA), which was specifically designed for large-scale implementation in New Zealand. Methods Between February 2020 and May 2023 over 3,000 teachers in 819 schools across New Zealand…
Facilitators of Success for Teacher Professional Development in Literacy Teaching Using a Micro-Credential Model of Delivery
Teachers play a critical role in supporting the early literacy development of students; however, keeping up with evidence-based practice while performing a busy teaching role can be challenging. Micro-credentials are one potential route for keeping teachers up to date with the best practices for literacy teaching due to their ability to provide targeted and flexible professional development opportunities. The current study used a mixed-methods de…
Preschool Language Development of Children Born to Women with an Opioid Use Disorder
Increasing evidence suggests that prenatal exposure to opioids may affect brain development, but limited data exist on the effects of opioid-exposure on preschool language development. Our study aimed to characterize the nature and prevalence of language problems in children prenatally exposed to opioids, and the factors that support or hinder language acquisition. A sample of 100 children born to pregnant women in methadone maintenance treatment…
The Efficacy of Preschool Developmental Indicators as a Screen for Early Primary School-Based Literacy Interventions
Literacy success lays the foundation for children's later educational, health, and well-being outcomes. Thus, early identification of literacy need is vital. Using data from New Zealand's national preschool health screening program for fiscal years 2010/2011–2014/2015, demographic and health variables from 255,090 children aged 4 years were related to whether they received a literacy intervention in early primary school. Overall, 20,652 (8.1%) ch…
Enhancing the metalinguistic abilities of pre-service teachers via coursework targeting language structure knowledge
Explicit Phonological Knowledge of Educational Professionals
This study examined the phonological awareness skills of 699 education professionals and paraprofessionals working in New Zealand primary schools. Performance in a phonological awareness test was compared across speech-language pathologists (SLPs, n = 34), primary school teachers (n = 208), teacher aides (n = 49), Resource Teachers of Literacy (RTLits, n = 80), Resource Teachers of Learning and Behavior (RTLBs, n = 26), early childhood educators …
The Longer Term Effects of an Integrated Phonological Awareness Intervention for Children With Childhood Apraxia of Speech
Background: The link between spoken and written language has prompted the development of phonological awareness interventions for children with literacy difficulties. Aims: This study examined the longer term effects of an integrated phonological awareness intervention for children with childhood apraxia of speech (CAS). Method: Twelve children aged 4 to 7 years with CAS participated in the 18-hour intervention, administered over 12 weeks. Speech…
No prominent works on this page.
The Longer Term Effects of an Integrated Phonological Awareness Intervention for Children With Childhood Apraxia of Speech
Background: The link between spoken and written language has prompted the development of phonological awareness interventions for children with literacy difficulties. Aims: This study examined the longer term effects of an integrated phonological awareness intervention for children with childhood apraxia of speech (CAS). Method: Twelve children aged 4 to 7 years with CAS participated in the 18-hour intervention, administered over 12 weeks. Speech…
Explicit Phonological Knowledge of Educational Professionals
This study examined the phonological awareness skills of 699 education professionals and paraprofessionals working in New Zealand primary schools. Performance in a phonological awareness test was compared across speech-language pathologists (SLPs, n = 34), primary school teachers (n = 208), teacher aides (n = 49), Resource Teachers of Literacy (RTLits, n = 80), Resource Teachers of Learning and Behavior (RTLBs, n = 26), early childhood educators …
Enhancing the metalinguistic abilities of pre-service teachers via coursework targeting language structure knowledge
The Efficacy of Preschool Developmental Indicators as a Screen for Early Primary School-Based Literacy Interventions
Literacy success lays the foundation for children's later educational, health, and well-being outcomes. Thus, early identification of literacy need is vital. Using data from New Zealand's national preschool health screening program for fiscal years 2010/2011–2014/2015, demographic and health variables from 255,090 children aged 4 years were related to whether they received a literacy intervention in early primary school. Overall, 20,652 (8.1%) ch…
Preschool Language Development of Children Born to Women with an Opioid Use Disorder
Increasing evidence suggests that prenatal exposure to opioids may affect brain development, but limited data exist on the effects of opioid-exposure on preschool language development. Our study aimed to characterize the nature and prevalence of language problems in children prenatally exposed to opioids, and the factors that support or hinder language acquisition. A sample of 100 children born to pregnant women in methadone maintenance treatment…
Large scale implementation of effective early literacy instruction
Introduction Large-scale implementation of Multi-Tiered Systems of Support (MTSS) to enhance children's early literacy success is critically important to address global literacy challenges. This paper describes one such initiative, the Better Start Literacy Approach (BSLA), which was specifically designed for large-scale implementation in New Zealand. Methods Between February 2020 and May 2023 over 3,000 teachers in 819 schools across New Zealand…
Facilitators of Success for Teacher Professional Development in Literacy Teaching Using a Micro-Credential Model of Delivery
Teachers play a critical role in supporting the early literacy development of students; however, keeping up with evidence-based practice while performing a busy teaching role can be challenging. Micro-credentials are one potential route for keeping teachers up to date with the best practices for literacy teaching due to their ability to provide targeted and flexible professional development opportunities. The current study used a mixed-methods de…
Evaluating the large-scale implementation of structured literacy teaching in New Zealand
Purpose The Better Start Literacy Approach (BSLA) is an evidence-based classroom literacy approach for students aged 5-to 7-years-old being implemented at scale across New Zealand through professional development for teachers. This research aimed to evaluate the effectiveness of the BSLA at scale and to determine the predictors of reading and spelling success within BSLA students. Method Data came from assessment measures collected as part of the…
Advancing teachers’ linguistic knowledge through a large-scale professional learning and development initiative
This study investigated the enhancement of teachers’ linguistic knowledge, skills, pedagogy, and self-rated ability within a large-scale implementation of early literacy instruction in New Zealand. Data were collected from pre- and post-learning surveys from 592 educators enrolled in online professional learning and development (PLD). Linguistic knowledge scores across phonics, phonological awareness, and morphology increased from 56–70% correct …
Trajectories of screen exposure from infancy to age 8 and early school age developmental outcomes
Longitudinal associations between screen time and children’s language, early educational skills, and peer social functioning
Children's high and increasing levels of screen time are of growing concern to parents, health professionals, and researchers. With the growing availability and use of devices such as smartphones and tablets, it is important to understand the impact of children's screen use on development. Prospective longitudinal data from 6,281 children (48.3% female) in the Growing Up in New Zealand study were used to examine relations between the extent of sc…
Psychology (9 works) · Literacy (7 works) · Reading and Literacy Development (7 works) · Child Development and Digital Technology (5 works) · Mathematics education (5 works) · Medicine (5 works) · Pedagogy (5 works) · Computer Science (4 works) · Developmental psychology (4 works) · Infant Development and Preterm Care (3 works)