Gail Gillon
Dados Biográficos
| ID | 190154 |
|---|---|
| NOME | Gail Gillon |
| PRENOMES | Gail |
| SOBRENOME | Gillon |
| ASSINATURA | GILLON G |
| AFILIAÇÕES | University of Canterbury |
| ORCID | 0000-0001-9501-8147 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 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…
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…
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…
A better start to literacy for bilingual children in New Zealand
This article details findings from an exploratory case study that examined the efficacy of a phonological awareness and vocabulary programme with children educated in a bilingual immersion context of English and te reo Māori (Māori language) in Aotearoa New Zealand. The current paper discusses changes in the development of early literacy skills in English and te reo Māori in two groups of children aged from 5 years 0 months to 7 years 5 months. T…
Early literacy and child wellbeing
This paper reports on findings from a doctoral study that explored the efficacy of a home-based literacy intervention in advancing preschool children’s foundational literacy skills. Two key cognitive skills critical for early literacy success were examined in particular, those being phonological awareness, and elements of oral language, including vocabulary knowledge, which is the specific skill discussed in this paper. The intervention consisted…
Teacher experiences and perceptions related to developing a culturally and linguistically responsive emergent bilingual literacy program in Aotearoa New Zealand
In this article we discuss teachers’ perceptions and experiences of a collaborative case study to adapt a literacy approach originally designed for an Aotearoa New Zealand English-medium context. The approach was adapted to meet the needs of learners in a school offering differing levels of bilingual education. Our collaboration included a facilitating researcher, supported by two researchers at a University (of Ngāi Tahu, Kati Mamoe, and Waitaha…
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…
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 …
Computer-Administrated Versus Paper-Based Assessment of School-Entry Phonological Awareness Ability
Purpose: Phonological awareness (PA) ability at school entry is a powerful predictor of early literacy success. Equipping classroom teachers with tools to accurately and efficiently monitor young children's PA development to help inform reading and writing instruction is critical for raising literacy achievement for all children. Computer-based assessment (CBA) is one conduit through which time-efficient monitoring of PA can be achieved within bu…
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…
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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…
Computer-Administrated Versus Paper-Based Assessment of School-Entry Phonological Awareness Ability
Purpose: Phonological awareness (PA) ability at school entry is a powerful predictor of early literacy success. Equipping classroom teachers with tools to accurately and efficiently monitor young children's PA development to help inform reading and writing instruction is critical for raising literacy achievement for all children. Computer-based assessment (CBA) is one conduit through which time-efficient monitoring of PA can be achieved within bu…
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 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…
Early literacy and child wellbeing
This paper reports on findings from a doctoral study that explored the efficacy of a home-based literacy intervention in advancing preschool children’s foundational literacy skills. Two key cognitive skills critical for early literacy success were examined in particular, those being phonological awareness, and elements of oral language, including vocabulary knowledge, which is the specific skill discussed in this paper. The intervention consisted…
Teacher experiences and perceptions related to developing a culturally and linguistically responsive emergent bilingual literacy program in Aotearoa New Zealand
In this article we discuss teachers’ perceptions and experiences of a collaborative case study to adapt a literacy approach originally designed for an Aotearoa New Zealand English-medium context. The approach was adapted to meet the needs of learners in a school offering differing levels of bilingual education. Our collaboration included a facilitating researcher, supported by two researchers at a University (of Ngāi Tahu, Kati Mamoe, and Waitaha…
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…
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…
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…
A better start to literacy for bilingual children in New Zealand
This article details findings from an exploratory case study that examined the efficacy of a phonological awareness and vocabulary programme with children educated in a bilingual immersion context of English and te reo Māori (Māori language) in Aotearoa New Zealand. The current paper discusses changes in the development of early literacy skills in English and te reo Māori in two groups of children aged from 5 years 0 months to 7 years 5 months. T…
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 (15 obras) · Literacy (12 obras) · Reading and Literacy Development (12 obras) · Pedagogy (10 obras) · Child Development and Digital Technology (8 obras) · Medicine (8 obras) · Computer Science (7 obras) · Developmental psychology (7 obras) · Mathematics education (7 obras) · Language Development and Disorders (6 obras)