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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


Titill: Gender Gaps in Letter-Sound Knowledge Persist Across the First School Year
Höfundur: Sigmundsson, Hermundur   orcid.org/0000-0003-2333-5711
Dybfest Eriksen, Adrian
Ofteland, Greta S.
Haga, Monika   orcid.org/0000-0002-3198-4351
Útgáfa: 2018-03-08
Tungumál: Enska
Umfang: 301
Háskóli/Stofnun: Háskólinn í Reykjavík
Reykjavik University
Svið: Tækni- og verkfræðideild (HR)
School of Science and Engineering (RU)
Deild: Íþróttafræði (HR)
Sport Science (RU)
ISSN: 1664-1078
DOI: 10.3389/fpsyg.2018.00301
Efnisorð: Letter-sound knowledge; Children; Sex difference in education; Reading (Elementary); Letters; Literacy (Elementary); Börn; Hljóðkerfisvitund; Kynjamunur; Lestrarnám; Læsi; Grunnskólanemar
URI: https://hdl.handle.net/20.500.11815/1333

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Tilvitnun:

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

Útdráttur:

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.

Leyfi:

This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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