Exploring Potential Gender Disparities in Trochee-Based Reading Assessment of First-Graders

Background: Reading difficulties can have significant adverse effects throughout life. This study investigated a new instrument focusing on reading words with open- and closed-stressed syllables – key components of German graphematic structure. We aimed to determine whether first-graders read trochees with open-stressed syllables more quickly and accurately than those with closed-stressed syllables, and whether marked closed syllables (double consonants) are easier to understand than unmarked ones. Additionally, this work examined the reliability of trochee-based assessment and potential gender differences in reading abilities. Methods: We recruited 524 children from 33 first-grade classes in 14 Austrian primary schools to undertake a silent reading fluency test that analyzed their reading performance. Results: The results showed that children were more proficient in reading trochees with open-stressed syllables, and that marked closed syllables were more comprehensible than unmarked closed syllables. We found no significant gender differences in reading proficiency. Discussion: These findings emphasize the importance of word-reading instruction that differentiates based on graphematic structure rather than gender. This study advocates for a structured approach to reading instruction that starts with open-stressed syllables and progresses to more complex forms to ensure a strong foundation for future reading development.