Phonological abilities and their roles in reading and spelling - differences between boys and girls : a longitudinal study of beginning readers

TL;DRAbstract

Differences between boys and girls in the development of phonological abilities and in the roles played by rhyme awareness and phonemic awareness in reading and spelling acquisition were examined in this longitudinal study of beginning readers. Participants were 153 children (81 boys and 72 girls, mean age 5 years, 10 months at the commencement of the study) from a cross section of socio-economic areas in Southern Tasmania. The children were assessed within three months of starting their first year at school on a number of pre-literacy and cognitive measures, and again at the end of their first (N = 140) and second (N= 127) years of school on tasks measuring phonological abilities, reading, spelling, and attention. Rhyme detection and rhyme production tasks were used to measure rhyme awareness (the ability to isolate rhymes within words). Phoneme deletion tasks were used to measure phonemic awareness (the ability to isolate individual phonemes within words). Recent findings across Aust

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