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dc.contributor.authorMartinelli, Victor-
dc.identifier.citationMartinelli, V. (2013). Sex differences and variability in phonological sensitivity among primary school children. Malta Review of Educational Research, 7(1), 1-26.en_GB
dc.description.abstractSex differences in phonological sensitivity and awareness were assessed using well-established linguistic measures in translation in a two-year longitudinal study on a sample of 136 children during their first two years at school. Girls obtained significantly higher means on a number of measures of phonological sensitivity but not on tests of ability (Coloured Progressive Matrices) (Cohen’s d with Hedges adjustment for sample size = .18). The results suggest that girls possess superior phonological skills on entry to school at age 5 years, are better able to utilise their literacy learning experiences to bring them to bear on phonological awareness tasks, and have a lower variance ratio than boys do. There is some support in this study for the notion that girls have somewhat better developed phonological loop memory skills than boys do.en_GB
dc.publisherUniversity of Malta. Faculty of Educationen_GB
dc.subjectChildren -- Language -- Case studiesen_GB
dc.subjectCognitive psychologyen_GB
dc.subjectSex differences in educationen_GB
dc.titleSex differences and variability in phonological sensitivity among primary school childrenen_GB
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Appears in Collections:MRER, Volume 7, Issue 1
MRER, Volume 7, Issue 1
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