This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.

本研究调查了具有明显阅读理解缺陷的四年级学生的单词阅读和听力理解困难以及这些弱点背后的认知困难。潜在轮廓分析用于对四年级学生样本进行分类（n= 446) 根据他们在单词阅读 (WR) 和听力理解 (LC) 方面的表现，他们在阅读理解的测量中得分低于 16%。出现了三个潜在的特征：（a）类似严重程度的 WR 和 LC 中度缺陷（91%），（b）WR 中的严重缺陷与中度 LC 缺陷（5%），以及（c）中度 LC 的严重缺陷WR 困难 (4%)。检查认知属性和群体成员之间关联的分析表明，在认知预测指标上表现较低的学生更有可能属于严重的亚组。讨论了针对有明显阅读困难的高年级学生提高阅读能力的教育工作者的意义。