Gail T Gillon
Biographic Data
| ID | 8976704 |
|---|---|
| NAME | Gail T Gillon |
| GIVEN NAMES | Gail T |
| FAMILY NAME | Gillon |
| SIGNATURE | GILLON G T |
| AFFILIATIONS | Child Well-being Research Institute, University of Canterbury, Christchurch 8140, New Zealand |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Smartphones at School
As smartphone ownership and use by children and youth has increased over the past decade, so has the presence of phones within the classroom. This has created unique challenges for teachers, school leaders, and policymakers. In this research study, we used a cross-sectional survey design to examine educator (n = 217) and student (n = 332) perspectives on students’ mobile phone use in New Zealand schools through a mixed-methods approach. The resul…
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…
Acoustic Analysis of Word and Segment Duration in Children With Speech Sound Disorder
The present study sought to investigate word and segment duration and variability in four preschool-aged children with speech sound disorder (SSD) and four control children with typical development. Group comparisons revealed that the children in the SSD group produced significantly longer word and vowel durations than their peers. No group differences were found for any of the variability measures. The results are suggestive of delayed neuromoto…
Phonological Awareness Treatment Effects for Children from Low Socioeconomic Backgrounds
This study investigated whether phonological awareness intervention is effective for children at risk when administered in a small group setting and whether such intervention is more effective following a period of language stimulation. A group of 20 children aged between 5;05 and 7;08 who attended a school in New Zealand with a government-defined low socioeconomic status participated in the study. These children displayed poor phonological aware…
No prominent works on this page.
Phonological Awareness Treatment Effects for Children from Low Socioeconomic Backgrounds
This study investigated whether phonological awareness intervention is effective for children at risk when administered in a small group setting and whether such intervention is more effective following a period of language stimulation. A group of 20 children aged between 5;05 and 7;08 who attended a school in New Zealand with a government-defined low socioeconomic status participated in the study. These children displayed poor phonological aware…
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…
Acoustic Analysis of Word and Segment Duration in Children With Speech Sound Disorder
The present study sought to investigate word and segment duration and variability in four preschool-aged children with speech sound disorder (SSD) and four control children with typical development. Group comparisons revealed that the children in the SSD group produced significantly longer word and vowel durations than their peers. No group differences were found for any of the variability measures. The results are suggestive of delayed neuromoto…
Smartphones at School
As smartphone ownership and use by children and youth has increased over the past decade, so has the presence of phones within the classroom. This has created unique challenges for teachers, school leaders, and policymakers. In this research study, we used a cross-sectional survey design to examine educator (n = 217) and student (n = 332) perspectives on students’ mobile phone use in New Zealand schools through a mixed-methods approach. The resul…
Psychology (4 works) · Computer Science (3 works) · Developmental psychology (3 works) · Language Development and Disorders (3 works) · Linguistics (3 works) · Medicine (3 works) · Phonology (3 works) · Reading and Literacy Development (3 works) · Audiology (2 works) · Language development (2 works)