dc.contributor.author | Sigmundsson, Hermundur | |
dc.contributor.author | Eriksen, Adrian Dybfest | |
dc.contributor.author | Ofteland, Greta Storm | |
dc.contributor.author | Haga, Monika | |
dc.date.accessioned | 2018-09-07T11:12:49Z | |
dc.date.available | 2018-09-07T11:12:49Z | |
dc.date.created | 2018-04-04T21:31:41Z | |
dc.date.issued | 2018 | |
dc.identifier.issn | 1664-1078 | |
dc.identifier.uri | http://hdl.handle.net/11250/2561461 | |
dc.description.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. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | Frontiers Media | nb_NO |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Gender Gaps in Letter-Sound Knowledge Persist Across the First School Year | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.description.version | publishedVersion | nb_NO |
dc.source.volume | 9 | nb_NO |
dc.source.journal | Frontiers in Psychology | nb_NO |
dc.source.issue | 301 | nb_NO |
dc.identifier.doi | https://doi.org/10.3389/fpsyg.2018.00301 | |
dc.identifier.cristin | 1577548 | |
dc.description.localcode | Copyright © 2018 Sigmundsson, Dybfest Eriksen, Ofteland and Haga. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). | nb_NO |
cristin.unitcode | 194,67,40,0 | |
cristin.unitcode | 194,65,30,0 | |
cristin.unitname | Institutt for psykologi | |
cristin.unitname | Institutt for nevromedisin og bevegelsesvitenskap | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |