Brigid McNeill | University of Canterbury/Te Whare Wānanga o Waitaha (original) (raw)

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Papers by Brigid McNeill

Research paper thumbnail of 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 phonolog... more 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, phonological awareness, letter-knowledge, word decoding, and spelling were assessed 6 months following completion of the intervention and compared to preintervention and postintervention scores. The rate of development in these measures were compared to 12 children with typical development. The reading accuracy and comprehension of children with CAS in a connected reading task was examined. Results: The improvement in the participants' phonological awareness, decoding, and spelling immediately postintervention was maintained. Further a...

Research paper thumbnail of A longitudinal case study of the effects of an integrated phonological awareness program for identical twin boys with childhood apraxia of speech (CAS)

International journal of speech-language pathology, 2009

This study is an examination of the longitudinal effects of an integrated phonological awareness ... more This study is an examination of the longitudinal effects of an integrated phonological awareness approach for identical twin boys with childhood apraxia of speech (CAS). Genetic and environmental factors in the boys' responses to the intervention were also examined. Theo and Jamie (aged 4;5) each participated in 18 hours of intervention prior to school entry and were re-assessed at age 4;9, 5;3, and 5;9 respectively. Their speech, expressive morpho-syntactic, phonological awareness, reading, and spelling development were evaluated over their first year of schooling. Theo and Jamie experienced continued growth in speech and phonological awareness skills following participation in the intervention. They exhibited age-appropriate reading and spelling development during their first year of formal literacy instruction. They had persistent deficits in expressive morpho-syntactic skills despite speech production gains over the study. The results pointed to the benefit of integrating sp...

Research paper thumbnail of Explicit Phonological Knowledge of Educational Professionals

Asia Pacific Journal of Speech, Language and Hearing, 2012

ABSTRACT

Research paper thumbnail of Developmental complexity of the stimuli included in mispronunciation detection tasks

International Journal of Language & Communication Disorders, 2009

Background: Phonological representations are important for speech and literacy development. Mispr... more Background: Phonological representations are important for speech and literacy development. Mispronunciation detection tasks have been proposed as an appropriate measure of phonological representations for children with speech disorder. There has been limited analysis, however, of the developmental complexity of task stimuli. Further, the tasks have not been used widely with typical populations. Aims: The study aimed to examine the developmental progression of children's performance on a mispronunciation detection task, to evaluate the complexity of the task's stimuli, and to analyse the association between task performance and other skills important for literacy success.

Research paper thumbnail of Meta-linguistic predictors of word-level literacy skills in monolingual and language minority learners

Speech, Language and Hearing, 2013

ABSTRACT

Research paper thumbnail of A simple model of Persian reading

Writing Systems Research, 2015

Research paper thumbnail of 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 phonolog... more 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, phonological awareness, letter-knowledge, word decoding, and spelling were assessed 6 months following completion of the intervention and compared to preintervention and postintervention scores. The rate of development in these measures were compared to 12 children with typical development. The reading accuracy and comprehension of children with CAS in a connected reading task was examined. Results: The improvement in the participants' phonological awareness, decoding, and spelling immediately postintervention was maintained. Further a...

Research paper thumbnail of A longitudinal case study of the effects of an integrated phonological awareness program for identical twin boys with childhood apraxia of speech (CAS)

International journal of speech-language pathology, 2009

This study is an examination of the longitudinal effects of an integrated phonological awareness ... more This study is an examination of the longitudinal effects of an integrated phonological awareness approach for identical twin boys with childhood apraxia of speech (CAS). Genetic and environmental factors in the boys' responses to the intervention were also examined. Theo and Jamie (aged 4;5) each participated in 18 hours of intervention prior to school entry and were re-assessed at age 4;9, 5;3, and 5;9 respectively. Their speech, expressive morpho-syntactic, phonological awareness, reading, and spelling development were evaluated over their first year of schooling. Theo and Jamie experienced continued growth in speech and phonological awareness skills following participation in the intervention. They exhibited age-appropriate reading and spelling development during their first year of formal literacy instruction. They had persistent deficits in expressive morpho-syntactic skills despite speech production gains over the study. The results pointed to the benefit of integrating sp...

Research paper thumbnail of Explicit Phonological Knowledge of Educational Professionals

Asia Pacific Journal of Speech, Language and Hearing, 2012

ABSTRACT

Research paper thumbnail of Developmental complexity of the stimuli included in mispronunciation detection tasks

International Journal of Language & Communication Disorders, 2009

Background: Phonological representations are important for speech and literacy development. Mispr... more Background: Phonological representations are important for speech and literacy development. Mispronunciation detection tasks have been proposed as an appropriate measure of phonological representations for children with speech disorder. There has been limited analysis, however, of the developmental complexity of task stimuli. Further, the tasks have not been used widely with typical populations. Aims: The study aimed to examine the developmental progression of children's performance on a mispronunciation detection task, to evaluate the complexity of the task's stimuli, and to analyse the association between task performance and other skills important for literacy success.

Research paper thumbnail of Meta-linguistic predictors of word-level literacy skills in monolingual and language minority learners

Speech, Language and Hearing, 2013

ABSTRACT

Research paper thumbnail of A simple model of Persian reading

Writing Systems Research, 2015

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