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

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Abstract

© 2017 Sigmundsson, Eriksen, Ofteland and Haga. This 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.

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Sigmundsson, 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(SEP). https://doi.org/10.3389/fpsyg.2017.01539

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