Háskólinn í ReykjavíkReykjavik UniversitySigmundsson, HermundurEriksen, Adrian D.Ofteland, Greta StormHaga, Monika2019-12-162019-12-162017-09-08Sigmundsson, H., Eriksen, A. D., Ofteland, G. S., & Haga, M. (2017). Letter-Sound Knowledge: Exploring Gender Differences in Children When They Start School Regarding Knowledge of Large Letters, Small Letters, Sound Large Letters, and Sound Small Letters. Frontiers in Psychology, 8, 1539. https://doi.org/10.3389/fpsyg.2017.015391664-1078 (eISSN)https://hdl.handle.net/20.500.11815/1405This study explored whether there is a gender difference in letter-sound knowledge when children start at school. 485 children aged 5-6 years completed assessment of letter-sound knowledge, i.e., large letters; sound of large letters; small letters; sound of small letters. The findings indicate a significant difference between girls and boys in all four factors tested in this study in favor of the girls. There are still no clear explanations to the basis of a presumed gender difference in letter-sound knowledge. That the findings have origin in neuro-biological factors cannot be excluded, however, the fact that girls probably have been exposed to more language experience/stimulation compared to boys, lends support to explanations derived from environmental aspects.1539eninfo:eu-repo/semantics/openAccessChildrenGender differencesLetter-sound knowledgeBörnKynjamunurHljóðkerfisvitundÍþróttafræðiSport Scienceinfo:eu-repo/semantics/articleFrontiers in Psychology10.3389/fpsyg.2017.01539