Reading Strategy Use in German Elementary School Children With Reading Difficulties

Abstract: Purpose: This study examined whether distinct reading strategy profiles exist among children with reading difficulties, how these profiles can be explained, and whether they predict later reading performance. Method: German-speaking third-graders ( N = 122) with reading difficulties were assessed regarding rapid automatized naming, orthographic knowledge, word reading comprehension, reading fluency, and reading strategies. A latent profile analysis identified distinct reading strategy profiles, and multinomial logistic regression examined covariates explaining profile membership. The manual Bolck–Croon–Hagenaars method assessed links between profile membership and reading outcomes. Results: Three distinct reading strategy profiles emerged (phonological, transitional, lexical). Orthographic knowledge predicted profile membership (higher orthographic knowledge increased the likelihood of membership in more proficient profiles). Future reading comprehension and reading fluency were most pronounced in the lexical profile. Conclusion: Results indicate that differential strategy use impacts later reading achievement. Future studies targeting reading strategy use could inform the development of interventions to foster children’s strategy use.