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

Almenn færsla
dc.contributorHáskólinn í Reykjavíken_US
dc.contributorReykjavik Universityen_US
dc.contributor.authorSigmundsson, Hermundur
dc.contributor.authorDybfest Eriksen, Adrian
dc.contributor.authorOfteland, Greta S.
dc.contributor.authorHaga, Monika
dc.contributor.schoolTækni- og verkfræðideild (HR)en_US
dc.contributor.schoolSchool of Science and Engineering (RU)en_US
dc.date.accessioned2019-11-08T12:41:23Z
dc.date.available2019-11-08T12:41:23Z
dc.date.issued2018-03-08
dc.description.abstractLiteracy 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.en_US
dc.description.versionPeer Revieweden_US
dc.format.extent301en_US
dc.identifier.citationSigmundsson, 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.2018.00301en_US
dc.identifier.doi10.3389/fpsyg.2018.00301
dc.identifier.issn1664-1078
dc.identifier.journalFrontiers in Psychologyen_US
dc.identifier.urihttps://hdl.handle.net/20.500.11815/1333
dc.language.isoenen_US
dc.publisherFrontiers Media SAen_US
dc.relation.ispartofseriesFrontiers in Psychology;9en_US
dc.relation.urlhttp://journal.frontiersin.org/article/10.3389/fpsyg.2018.00301/fullen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectLetter-sound knowledgeen_US
dc.subjectChildrenen_US
dc.subjectSex difference in educationen_US
dc.subjectReading (Elementary)en_US
dc.subjectLettersen_US
dc.subjectLiteracy (Elementary)en_US
dc.subjectBörnen_US
dc.subjectHljóðkerfisvitunden_US
dc.subjectKynjamunuren_US
dc.subjectLestrarnámen_US
dc.subjectLæsien_US
dc.subjectGrunnskólanemaren_US
dc.subjectÍþróttafræðiis
dc.subjectSport Scienceen_US
dc.subjectis
dc.subjectis
dc.titleGender Gaps in Letter-Sound Knowledge Persist Across the First School Yearen_US
dc.typeinfo:eu-repo/semantics/articleen_US
dcterms.licenseThis 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.en_US

Skrár

Original bundle

Niðurstöður 1 - 1 af 1
Thumbnail Image
Nafn:
fpsyg-09-00301.pdf
Stærð:
598.81 KB
Snið:
Adobe Portable Document Format
Description:
Publisher's version (útgefin grein)
Hlaða niður

Undirflokkur

Greinar - HR

Öll gögn í Opnum vísindum eru vernduð af ákvæðum höfundalaga og með öllum réttindum áskildum, nema annað sé tekið fram.