Sex Differences in Phonological Awareness and Reading Ability

Autor/in	Chipere, Ngoni
Titel	Sex Differences in Phonological Awareness and Reading Ability
Quelle	In: Language Awareness, 23 (2014) 3, S.275-289 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2013.774007
Schlagwörter	Gender Differences; Phonological Awareness; Reading Ability; Elementary School Students; Primary Education; Age Differences; Phonemes; Reading Fluency; Verbal Ability; Hypothesis Testing; Rural Schools; Foreign Countries; Emergent Literacy; Tests; Correlation; Phoneme Grapheme Correspondence; Saint Vincent and the Grenadines; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Reading competence; Lesekompetenz; Primarbereich; Age; Difference; Age difference; Altersunterschied; Fonem; Mündliche Leistung; Hypothesenprüfung; Hypothesentest; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Frühleseunterricht; Examination; Prüfung; Examen; Korrelation
Abstract	A study was conducted to measure possible sex differences in phonological awareness and reading ability among children in early primary school. A subset of the "Dynamic Indicators of Basic Early Literacy Skills" (DIBELS) was administered to 140 children in kindergarten through to second grade (mean ages five to seven years). Independent variables were sex and grade level. Dependent variables were phoneme segmentation fluency; correct letter sound fluency and whole word reading fluency of non-words. Measurements on all dependent variables displayed a severe positive skew. Non-parametric tests revealed significant female superiority across all three dependent variables. The sex differences also increased between kindergarten and Grade 2. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10