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

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dc.contributor Háskólinn í Reykjavík
dc.contributor Reykjavik University
dc.contributor.author Sigmundsson, Hermundur
dc.contributor.author Dybfest Eriksen, Adrian
dc.contributor.author Ofteland, Greta S.
dc.contributor.author Haga, Monika
dc.date.accessioned 2019-11-08T12:41:23Z
dc.date.available 2019-11-08T12:41:23Z
dc.date.issued 2018-03-08
dc.identifier.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
dc.identifier.issn 1664-1078
dc.identifier.uri https://hdl.handle.net/20.500.11815/1333
dc.description.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.
dc.format.extent 301
dc.language.iso en
dc.publisher Frontiers Media SA
dc.rights info:eu-repo/semantics/openAccess
dc.subject Letter-sound knowledge
dc.subject Children
dc.subject Sex difference in education
dc.subject Reading (Elementary)
dc.subject Letters
dc.subject Literacy (Elementary)
dc.subject Börn
dc.subject Hljóðkerfisvitund
dc.subject Kynjamunur
dc.subject Lestrarnám
dc.subject Læsi
dc.subject Grunnskólanemar
dc.title Gender Gaps in Letter-Sound Knowledge Persist Across the First School Year
dc.type info:eu-repo/semantics/article
dcterms.license 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.
dc.description.version Peer Reviewed
dc.identifier.journal Frontiers in Psychology
dc.identifier.doi 10.3389/fpsyg.2018.00301
dc.relation.url http://journal.frontiersin.org/article/10.3389/fpsyg.2018.00301/full
dc.contributor.department Íþróttafræði (HR)
dc.contributor.department Sport Science (RU)
dc.contributor.school Tækni- og verkfræðideild (HR)
dc.contributor.school School of Science and Engineering (RU)

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