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
Journal article, Peer reviewed
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Original versionFrontiers in Psychology. 2017, 8 . 10.3389/fpsyg.2017.01539
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.
JournalFrontiers in Psychology
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