Gender differences in toddlers’ language and participation in language activities in Norwegian ECEC institutions

Stangeland, Elisabeth Brekke; Lundetræ, Kjersti; Reikerås, Elin

doi:10.1080/1350293x.2018.1463905

Cited by 18 publications

(17 citation statements)

References 31 publications

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“…Between two gender groups, women seemed to have acquired more words than men before and during the years of elementary school education (Table 2). This is consistent with past reports that girls outperformed boys in vocabulary knowledge and other language skills at the early ages (Etchell, Adhikari, Weinberg, Choo, Garnett, Chow, & Chang, 2018;Lange, Euler, & Zaretsky, 2016;Lung, Chiang, Lin, Feng, Chen, & Shu, 2011;Stangeland, Lundetrae, & Reikerås, 2018;Toivainen, Papageorgiou, Tosto, & Kovas, 2017), and that boys appeared to catch up after age 10 ( Lange et al, 2016;Lung et al, 2011;Toivainen et al, 2017).…”

Section: Demographic Variables and Aoa Ratingssupporting

confidence: 92%

Age of acquisition ratings for 19,716 simplified Chinese words

Guo

2020

Behav Res

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This study collected age-of-acquisition (AoA) norms for 19,716 simplified Chinese words provided by 1765 native speakers of Mandarin Chinese. Analysis of demographic factors revealed both gender and cohort differences in ratings and thus differences in trajectory of vocabulary development, suggesting the utility of AoA ratings to investigate individual differences and societal changes in levels of academic achievement. Moreover, consistent with past analysis conducted with English words, AoA ratings accounted for an extra portion of variance in lexical processing above and beyond the most prominent predictor, word frequency. Further analysis suggested that AoA ratings might be more predictive of processing low frequency words relative to high frequency words. Cross-language comparison also indicated that future research should explore the unique factors implicated in the processing of Chinese words.

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Section: Demographic Variables and Aoa Ratingssupporting

confidence: 92%

Age of acquisition ratings for 19,716 simplified Chinese words

Guo

2020

Behav Res

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“…They found that the emotion language structure in subjects is age-dependent and sensitive to gender-related "display rules" for talking about emotions and their causes. It is in line with a study recently done by conducted by Stangeland, Lundetrae, and Reikerås (2018) explore gender differences in early language proficiency and they found that Children with high language scores participate more in language activities than children with low language scores. In addition, Kuronen and Tergujeff (2018) investigate the L2 prosody development which reveals that the development in learning Swedish tonal word accent 2 (H*LH) provides other tonal developments towards native-like utterance intonation.…”

Section: Gender Differences In Language Developmentsupporting

confidence: 91%

Gender differences in language development, acquisition, comprehension, and production

Maulina¹

2021

Preprint

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In this 21st century, human being is not separated with theories about gender and language which has been established from the simultaneous researches with the aim is to see a novelty on that issue. This paper summarizes findings about gender differences in language development, gender differences in language acquisition focusing on male and female brain function in acquiring language in this case English as a foreign language (EFL), gender differences in language comprehension, and gender differences in language production. The implications to teaching and learning further are presented

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“…A recent observational study of 1,005 children in Norwegian barnehagens (educational settings literally translated to kindergarten but serving children approximately one to five years old) provides evidence of such a trend. Researchers found that children with high language skills participated more in language-centered activities than did children with low language skills, and boys were overrepresented in the latter group (Brekke Stangeland, Lundetrae, & Reikerås, 2018).…”

Section: Gender Differences At School Startmentioning

confidence: 99%

Gender differences in early literacy: Boys’ response to formal instruction.

McTigue

Schwippert

Uppstad

et al. 2021

Journal of Educational Psychology

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Research consistently documents that girls outperform boys in literacy achievement, yet, when considering the starting point-early literacy-we do not have consensus on the origin, meaningful nature, or persistence of such differences. In this two-part study analyzing 5,816 Norwegian students (48.1% girls, average age of 6.1 years), we first considered the presence and meaningful nature of gender differences at school entry. Presence of differences, advantaging girls, was found in letter-recognition, phonemic awareness, word reading accuracy, and spelling. We found no differences in vocabulary performance. However, wide score distributions suggest that intragroup differences are more meaningful than intergroup differences. In our second analysis, using a longitudinal design with three time points (school entry, end of Grade 1, end of Grade 2), we calculated a general latent literacy score based on an IRT model. Multilevel analysis tested the persistence of gender differences after formal instruction. Growth curve analysis of the latent literacy score verified an advantage for girls at school entry and that boys' scores grew at a significantly higher rate than girls across Grades 1 and 2. Patterns of effect sizes complement the statistical analysis. In summary, findings indicate that girls' small initial advantage in literacy skill at school entry persists into Grade 2, but it is substantially attenuated with formal instruction. Implications include that gender differences are secondary to other sources of heterogeneity in early literacy and that gender differences in early literacy at school entry do not directly lead to boys' long-term underachievement in literacy. Future directions should examine if self-selection of activities in early childhood education may contribute to early literacy differences. Educational Impact and Implications StatementOn average, researchers agree that girls are outperforming boys on literacy achievement across grades and countries, although researchers disagree on how meaningful these differences are especially in the first few years of school. In this study we first measured over 5,000 Norwegian students at school start (about age 6) and found that girls outperformed boys in all measured skills (letter recognition, phonemic awareness, spelling, and reading accuracy) except vocabulary. However, because there was a wide range of skill in both gender groups, the differences within boys and within girls were more meaningful than the differences between the 2 gender groups. Next in our research, we followed the students' growth across the first 2 years of school and found that boys showed faster growth in reading than girls, which narrowed the gap between the two groups, although the boys did not fully catch up with the girls by the end of Grade 2. In total, we conclude that a focusing on gender is not the most logical way to address early literacy achievement, and instead researchers and teachers should focus on other, more predictive, risk factors, such as language proficiency, socioec...

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Gender differences in toddlers’ language and participation in language activities in Norwegian ECEC institutions

Cited by 18 publications

References 31 publications

Age of acquisition ratings for 19,716 simplified Chinese words

Age of acquisition ratings for 19,716 simplified Chinese words

Gender differences in language development, acquisition, comprehension, and production

Gender differences in early literacy: Boys’ response to formal instruction.

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