Brigid McNeill

Associate ProfessorBrigid McNeill

Rehua 519
Internal Phone: 93685

Qualifications

Research Interests

Dr. McNeill is an international expert on literacy development in children with childhood apraxia of speech. Her prospective study of the validity and nature of childhood apraxia of speech has been supported by a Fast-Start Marsden grant from the Royal Society of New Zealand. Her research also focuses on developing and evaluating methods to better prepare teachers to support children’s early literacy development. Dr. McNeill is on the management team of the New Zealand Institute of Language, Brain and Behaviour and leads its language acquisition research theme.

Active research includes:
1. Childhood apraxia of speech;
2. Phonological awareness intervention for children with speech and language difficulty;
2. Classroom spelling instruction practices;
3. The effectiveness of primary teacher education graduates in facilitating literacy learning in at risk populations;
4. Predictors of reading success

Recent Publications

  • Gautam S., Everatt J., Sadeghi A. and McNeill B. (2019) Multiliteracy in Akshara and alphabetic orthographies: The case of Punjabi, Hindi and English learners in primary schools in Punjab. In Joshi RM; McBride C (Ed.), Handbook of Literacy in Akshara OrthographySpringer.
  • Gillon G., McNeill BC., Scott A., Denston A., Wilson L., Carson K. and Macfarlane A. (2019) A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school. Reading and Writing http://dx.doi.org/10.1007/s11145-018-9933-7.
  • Kim HM., Schluter PJ., McNeill B., Everatt J., Sisk R., Iusitini L., Taleni LT., Tautolo ES. and Gillon G. (2019) Integrating health, education and culture in predicting Pacific children's English receptive vocabulary at 6 years: A classification tree approach. Journal of Paediatrics and Child Health http://dx.doi.org/10.1111/jpc.14397.
  • Wilson L., McNeill B. and Gillon G. (2019) Understanding the effectiveness of student speech-language pathologists and student teachers co-working during inter-professional school placements. Child Language Teaching and Therapy 35(2): 125-143. http://dx.doi.org/10.1177/0265659019842203.
  • Everatt J., Chang G., O'Campo D. and McNeill B. (2018) Benefits of an early intervention for monolingual versus bilingual learners with specific language and/or literacy impairments. Brighton, UK: 25th Annual Meeting of the Society for Scientific Study of Reading, 18-21 Jul 2018.