摘要：AbstractIn primary school classrooms, teachers face a tremendous diversity concerning reading and spelling abilities. In the present study, decoding, reading comprehension and spelling abilities at the beginning of second grade (377 children) served as a basis for a clustering process. 5 different subtypes of readers and spellers were revealed (outliers were excluded). Further analyses showed that the 5 clusters also differed in other abilities (active and passive vocabulary, grammar, cognitive abilities) and demographic variables (age, children's first language). Furthermore, the distribution of the clusters was examined and 18 out of the 21 studied classrooms showed all clusters. The results are discussed in the light of the challenges that such heterogeneity means for teachers.
