Gender Gaps in Letter-Sound Knowledge Persist Across the First School Year
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Frontiers Media SA
Úrdráttur
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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Efnisorð
Letter-sound knowledge, Children, Sex difference in education, Reading (Elementary), Letters, Literacy (Elementary), Börn, Hljóðkerfisvitund, Kynjamunur, Lestrarnám, Læsi, Grunnskólanemar, Íþróttafræði, Sport Science, ,
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