Qualifications & Memberships
Professor Gillon (Ngāi Tahu iwi) is the Director of the University of Canterbury Child Well-Being Research Institute and is also Co-Director of the Better Start National Science Challenge ($34M) E Tipu E Rea, A 10 year programme of research focused on ensuring all young children have a successful start to life. Prof Gillon’s area of research focuses on understanding the relationship between spoken and written language development and, in particular, the importance of children’s phonological awareness to reading and spelling development.Active research projects include: The effectiveness of phonological awareness interventions in facilitating early literacy success in children who enter school with known challenges for reading and spelling. Engaging parents, family and community in children’s early oral language and literacy development, Facilitating literacy success in children with speech and language impairment; Understanding international speech language therapy practices in children with Autism Spectrum Disorder, Interdisciplinary practices across health and education to support children’s learning, Teachers’ professional development in children’s oral language and early literacy development, Oral Language Assessment measures (Systematic Analysis of Language Transcripts) Phonological Awareness on-line assessments in English, Te Reo Maori and Samoan.
- Derby M., Macfarlane A. and Gillon G. (2020) Early literacy and child wellbeing: Exploring the efficacy of a home-based literacy intervention on children’s foundational literacy skills. Journal of Early Childhood Literacy http://dx.doi.org/10.1177/1468798420955222.
- Kim HM., McNeill B., Everatt J., Taleni LT., Tautolo ES., Gillon G. and Schluter PJ. (2020) Perceptions of Pacific children's academic performance at age 6 years: A multiinformant agreement study. PLoS ONE 15(10 October) http://dx.doi.org/10.1371/journal.pone.0240901.
- Schaughency E., Riordan J., Reese E., Derby M. and Gillon G. (2020) Developing a Community-Based Oral Language Preventive Intervention: Exploring Feasibility and Social Validity for Families Affected by the Canterbury Earthquakes. Infants and Young Children 33(3): 195-218. http://dx.doi.org/10.1097/IYC.0000000000000171.
- Schluter PJ., Audas R., Kokaua J., McNeill B., Taylor B., Milne B. and Gillon G. (2020) The Efficacy of Preschool Developmental Indicators as a Screen for Early Primary School-Based Literacy Interventions. Child Development 91(1): e59-e76. http://dx.doi.org/10.1111/cdev.13145.
- Brown MI., Trembath D., Westerveld MF. and Gillon GT. (2019) A pilot study of early storybook reading with babies with hearing loss. Journal of Speech, Language, and Hearing Research 62(9): 3397-3412. http://dx.doi.org/10.1044/2019_JSLHR-L-17-0305.
Professor Gail Gillon is responsible for strategic, academic and operational leadership of the College of Education, Health & Human Development | Te Rāngai Ako me te Hauora.
Second Edition of Phonological Awareness: From Research to Practice
Gillon G. T. (2017) Phonological Awareness: From Research to Practice. (2nd ed.). Guilford Publications.
International purchases: http://app.bronto.com/public/previewmessage/email/11605/1580761/html
University of Canterbury Book Shop: Phonological Awareness: From Research to Practice 2nd ed.
Phonological Awareness Resources
Professor Gillon's Phonological Awareness Resources are available online.