Title |
Gender Gaps in Letter-Sound Knowledge Persist Across the First School Year
|
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Published in |
Frontiers in Psychology, March 2018
|
DOI | 10.3389/fpsyg.2018.00301 |
Pubmed ID | |
Authors |
Hermundur Sigmundsson, Adrian Dybfest Eriksen, Greta S. Ofteland, Monika Haga |
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. |
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