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Gender Gaps in Letter-Sound Knowledge Persist Across the First School Year

Gender Gaps in Letter-Sound Knowledge Persist Across the First School Year


Title: Gender Gaps in Letter-Sound Knowledge Persist Across the First School Year
Author: Sigmundsson, Hermundur   orcid.org/0000-0003-2333-5711
Dybfest Eriksen, Adrian
Ofteland, Greta S.
Haga, Monika   orcid.org/0000-0002-3198-4351
Date: 2018-03-08
Language: English
Scope: 301
University/Institute: Háskólinn í Reykjavík
Reykjavik University
School: Tækni- og verkfræðideild (HR)
School of Science and Engineering (RU)
Series: Frontiers in Psychology;9
ISSN: 1664-1078
DOI: 10.3389/fpsyg.2018.00301
Subject: Letter-sound knowledge; Children; Sex difference in education; Reading (Elementary); Letters; Literacy (Elementary); Börn; Hljóðkerfisvitund; Kynjamunur; Lestrarnám; Læsi; Grunnskólanemar; Íþróttafræði; Sport Science; ;
URI: https://hdl.handle.net/20.500.11815/1333

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Citation:

Sigmundsson, H., Dybfest Eriksen, A., Ofteland, G. S., & Haga, M. (2018). Gender Gaps in Letter-Sound Knowledge Persist Across the First School Year. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00301

Abstract:

Literacy is the cornerstone of a primary school education and enables the intellectual and social development of young children. Letter-sound knowledge has been identified as critical for developing proficiency in reading. This study explored the development of letter-sound knowledge in relation to gender during the first year of primary school. 485 Norwegian children aged 5-6 years completed assessment of letter-sound knowledge, i.e., uppercase letters-name; uppercase letter-sound; lowercase letters-name; lowercase letter-sound. The children were tested in the beginning, middle, and end of their first school year. The results revealed a clear gender difference in all four variables in favor of the girls which were relatively constant over time. Implications for understanding the role of gender and letter-sound knowledge for later reading performance are discussed.

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