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D-Index & Metrics

Social Sciences and Humanities

D-Index
35
Citations
5650
World Ranking
6723
National Ranking
51

Research.com Recognitions

  • 2020 - Fellow of the Royal Society of New Zealand

Overview

Gail T. Gillon is affiliated with the University of Canterbury in New Zealand and has contributed extensively to research in the fields of Social Sciences and Psychology, with a specialization in Education and Developmental and Educational Psychology.

Their research topics cover a range of areas including:

  • Reading and Literacy Development
  • Child Development and Digital Technology
  • Early Childhood Education and Development
  • Language Development and Disorders
  • Education Systems and Policy
  • Cognitive and Developmental Aspects of Mathematical Skills
  • Parental Involvement in Education

Gillon has published numerous papers in various venues, with notable frequent contributions to:

  • PLoS ONE (3 publications)
  • Topics in Language Disorders (3 publications)
  • New Zealand Journal of Educational Studies (3 publications)
  • Education Sciences (2 publications)
  • Children (1 publication)

Recent works include the following publications:

  • "Global TALES feasibility study: Personal narratives in 10-year-old children around the world," 2022, PLoS ONE
  • "Evidence-Based Class Literacy Instruction for Children With Speech and Language Difficulties," 2020, Topics in Language Disorders
  • "Preschool Language Development of Children Born to Women with an Opioid Use Disorder," 2021, Children
  • "Retelling stories: The validity of an online oral narrative task," 2023, Child Language Teaching and Therapy
  • "The Relationship Between Early Spelling and Decoding," 2023, Language Speech and Hearing Services in Schools

Their frequent collaborators include:

  • Brigid McNeill
  • Megan Gath
  • Amy Scott
  • Lianne J. Woodward
  • Angus Macfarlane

Gillon's work intersects with areas such as clinical psychology and pediatrics, addressing language development, literacy, and educational strategies for children with speech and language difficulties.

In recognition of their contributions, Gail T. Gillon was named a Fellow of the Royal Society of New Zealand in 2020.

Best Publications

  • Phonological Awareness: From Research to Practice

    Gail T. Gillon

  • The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment

    Gail T. Gillon

  • Facilitating phoneme awareness development in 3- and 4-year-old children with speech impairment.

    Gail T. Gillon

  • Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment.

    Gail T. Gillon

  • Assessment of phonological representations in children with speech impairment.

    Dean Sutherland;Gail T. Gillon

  • Integrated Morphological Awareness Intervention as a Tool for Improving Literacy

    Cecilia Kirk;Gail T. Gillon

  • Classroom Phonological Awareness Instruction and Literacy Outcomes in the First Year of School

    Karyn L. Carson;Gail T. Gillon;Therese M. Boustead

  • Enhancing Phonological Awareness and Letter Knowledge in Preschool Children with Down Syndrome

    Anne K. van Bysterveldt;Gail T. Gillon;Catherine Moran

  • Phonological awareness intervention for children with childhood apraxia of speech

    Brigid C. Moriarty;Gail T. Gillon

  • Development of phonological representations and phonological awareness in children with speech impairment

    Dean Sutherland;Gail T. Gillon

  • The Effects of Training Phonological, Semantic, and Syntactic Processing Skills in Spoken Language on Reading Ability

    Gail Gillon;Barbara Dodd

  • Spoken language samples of New Zealand children in conversation and narration

    Marleen F. Westerveld;Gail T. Gillon;Jon F. Miller

  • Assessing Language Production using SALT Software. A Clinician's Guide to Language Sample Analysis. New Zealand version

    Jon F. Miller;Karen Andriacchi;Ann Nockerts;Marleen Westerveld

  • A prospective study of the relationship between phonological, semantic and syntactic skills and specific reading disability

    Gail Gillon;Barbara J. Dodd

  • Profiling oral narrative ability in young school-aged children

    Marleen F Westerveld;Gail T Gillon

  • Phonological awareness and early reading development in childhood apraxia of speech (CAS)

    Brigid C. McNeill;Gail T. Gillon;Barbara Dodd

  • Effectiveness of an integrated phonological awareness approach for children with childhood apraxia of speech (CAS)

    Brigid C. McNeill;Gail T. Gillon;Barbara Dodd

  • Oral narrative intervention for children with mixed reading disability

    Marleen F. Westerveld;Gail T. Gillon

  • The Phonological-Awareness Skills of Children who are Blind:

    Gail T. Gillon;Audrey A. Young

  • Integrated speech and phonological awareness intervention for pre-school children with Down syndrome.

    Anne Katherine van Bysterveldt;Gail Gillon;Susan Foster-Cohen

  • Childhood apraxia of speech: children at risk for persistent reading and spelling disorder.

    Gail T. Gillon;Brigid C. Moriarty

  • Exploring the Relationship Between Phonological Awareness, Speech Impairment, and Literacy

    Barbara Dodd;Gail Gillon

  • A longitudinal investigation of oral narrative skills in children with mixed reading disability

    Marleen F. Westerveld;Gail T. Gillon;Catherine A. Moran

  • Enhancing the phonological processing skills of children with specific reading disability

    Gail Gillon;Barbara Dodd

  • A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school

    Gail T. Gillon;Brigid McNeill;Amy Scott;Amanda Denston

  • The knowledge and perceptions of prospective teachers and speech language therapists in collaborative language and literacy instruction

    Leanne Wilson;Brigid McNeill;Gail T Gillon

Frequent Co-Authors

Barbara Dodd
Barbara Dodd University of Queensland
David Trembath
David Trembath Griffith University
Lianne J. Woodward
Lianne J. Woodward University of Canterbury
Elaine Reese
Elaine Reese University of Otago
Kenn Apel
Kenn Apel University of South Carolina
Marilyn A. Nippold
Marilyn A. Nippold University of Oregon
Teresa Iacono
Teresa Iacono La Trobe University
Barry Milne
Barry Milne University of Auckland

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