Abstract
This study examined the heterogeneity within a sample of 140 urban second and third graders identified as at-risk for reading failure due to inefficient word and/or nonword reading. Cluster analyses were conducted using standardized factor scores from a four-factor structural equation model characterizing reading performance in this sample. These standardized factor scores represented performance on four distinct factors: efficiency of word-level skills, text level skills, decoding, and vocabulary. Results identified four clusters of children who show distinctive patterns of performance on the four factors of reading. These understudied groups show different compositions along demographic categories and reading disability categories. Additionally, they have unique instructional needs that call for differentiated instruction in the domains of phonological decoding, fluency, text reading, and vocabulary.
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