NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1168294
Record Type: Journal
Publication Date: 2018-Mar
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0829-5735
Sex Differences in Emergent Literacy and Reading Behaviour in Junior Kindergarten
Deasley, Shanna; Evans, Mary Ann; Nowak, Sarah; Willoughby, David
Canadian Journal of School Psychology, v33 n1 p26-43 Mar 2018
In a sample of 128 Canadian junior kindergarten children (66 boys), we examined sex differences in emergent literacy and behaviour when listening to and interacting with books of four types: alphabet books with simple text and illustrations, traditional alphabet books with complex text and illustrations, alphabet eBooks, and illustrated storybooks. Girls outperformed boys on tests of emergent literacy. Engagement while listening to books being read was highest for storybooks but there was a sex by condition effect: Boys were less engaged with complex alphabet books than the other book types, whereas girls were less engaged with simple alphabet books than storybooks. During independent reading, both sexes spent significantly more time on-task in the eBook condition but less of their activity involved letter-related behaviours (e.g., saying letter names). Boys spent less time involved in letter-related behaviour than girls. This research contributes to identifying and promoting factors related to early academic success.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A