Previous studies have showed that early problems with word decoding can lead to poor performance in text reading and comprehension and suggest that poor readers often struggle with reading deficits throughout their school years. Therefore, early detection of those children who are at risk for slow reading development and/or who belong to the lowest reading profiles is essential in order to organize proper support. The present study explores the heterogeneity and prevalence of latent reading profiles among 769 Finnish- and German-reading students during their first and second school years in three countries (Finland, Germany, and Italy) using latent profile analysis. The results identified three latent profiles among Finnish readers, one of which (sentence-level reading) was identified as developing slowly. Among German-reading students, four latent profiles were discovered, two of which were identified as developing slowly. The results of ordinal logistic regression modeling show that rapid automatic naming (RAN) was significantly related to poorer reading profiles among Finnish- and German-reading students, and that the poorer results in letter-sound connection testing among the German-reading group was also significantly related to poorer reading profiles. Although the educational systems have some differences between Germany and German-speaking areas of Italy, no significant country effect was detected. In addition, a child’s age and spoken language did not significantly affect the student’s reading profile.

先前的研究表明，单词解码的早期问题可能导致文本阅读和理解能力下降，并表明贫困的读者在整个学年中常常会因阅读能力不足而苦苦挣扎。因此，为了组织适当的支持，必须及早发现那些阅读速度缓慢的孩子和/或阅读水平最低的孩子。本研究使用潜在特征分析，探讨了三个国家（芬兰，德国和意大利）的769名芬兰和德国阅读学生在其第一和第二学年期间的潜在阅读特征的异质性和普遍性。结果确定了芬兰读者中的三个潜在特征，其中一个（句子级阅读）被认为发展缓慢。在读德语的学生中，发现了四个潜影，其中两个潜影发育缓慢。顺序逻辑回归建模的结果表明，快速自动命名（RAN）与芬兰语和德语阅读学生之间较差的阅读特征显着相关，并且德语阅读小组之间的字母发音连接测试结果也较差与较差的阅读资料有很大关系。尽管德国和意大利的德语区之间的教育制度有所不同，但未发现对国家的重大影响。此外，孩子的年龄和口语并没有显着影响学生的阅读状况。顺序逻辑回归建模的结果表明，快速自动命名（RAN）与芬兰语和德语阅读学生之间较差的阅读特征显着相关，并且德语阅读小组之间的字母发音连接测试结果也较差与较差的阅读资料有很大关系。尽管德国和意大利的德语区之间的教育制度有所不同，但未发现对国家的重大影响。此外，孩子的年龄和口语并没有显着影响学生的阅读状况。顺序逻辑回归建模的结果表明，快速自动命名（RAN）与芬兰语和德语阅读学生之间较差的阅读特征显着相关，并且德语阅读小组之间的字母发音连接测试结果也较差与较差的阅读资料有很大关系。尽管德国和意大利的德语区之间的教育制度有所不同，但未发现对国家的重大影响。此外，孩子的年龄和口语并没有显着影响学生的阅读状况。尽管德国和意大利的德语区之间的教育制度有所不同，但未发现对国家的重大影响。此外，孩子的年龄和口语并没有显着影响学生的阅读状况。尽管德国和意大利的德语区之间的教育制度有所不同，但未发现对国家的重大影响。此外，孩子的年龄和口语并没有显着影响学生的阅读状况。