Háskólinn í ReykjavíkReykjavik UniversitySigmundsson, HermundurDybfest Eriksen, AdrianOfteland, Greta S.Haga, Monika2019-11-082019-11-082018-03-08Sigmundsson, 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.2018.003011664-1078https://hdl.handle.net/20.500.11815/1333Literacy 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.301eninfo:eu-repo/semantics/openAccessLetter-sound knowledgeChildrenSex difference in educationReading (Elementary)LettersLiteracy (Elementary)BörnHljóðkerfisvitundKynjamunurLestrarnámLæsiGrunnskólanemarÍþróttafræðiSport Scienceinfo:eu-repo/semantics/articleFrontiers in Psychology10.3389/fpsyg.2018.00301