Abstract
This study examined the heterogeneity of literacy profiles for adolescents with and without Specific Learning Disability (SLD). Student subgroups displaying common patterns of performance in word level skills and reading comprehension were identified through latent profile analysis. Results indicate most of the total sample demonstrated below average performance in one or both areas with word level skill difficulties being more common than difficulties in reading comprehension alone. Changes in reading performance by profile over time (Grade 6 to 8) were examined through a latent transition analysis revealing consistent patterns in the SLD sample and variable patterns in the typically developing sample. Resulting profiles were utilized to predict performance on an end-of-year broad reading comprehension measure indicating very little change in performance over time. Findings suggest large numbers of adolescents with concurrent word level and reading comprehension difficulties likely need sustained intervention in word level skills to support their reading comprehension.