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Abstract
The Concepts About Print, the Written Language Awareness Test, the Test of Early Reading Ability, and the Linguistic Awareness in Reading Readiness Test were given to 30 kindergarten girls and 30 kindergarten boys in a counterbalanced design. Although gender classification was significantly predictable by a composite of the total scores of these four tests, a gender difference in average performance was notable only for the CAP. Intercorrelations of the total and subtest scores indicated that these four tests of metalinguistic awareness exhibit generally low concurrent validity
