The current study examined German spelling errors among students with German as their first (L1) and those with German as their second language (L2) in Grades 3–4 (elementary school students; n = 127) and Grades 5–7 (secondary school students; n = 379). Five hundred and six students participated in the study. We performed two separate latent class analyses on elementary and secondary school students. Results indicate that elementary school students can be categorized as good (Class 1), consonant error dominant (Class 2), or poor spellers (Class 3). However, secondary students can be categorized as addition and sequence error dominant (Class 1), substitution and omission error dominant (Class 2), or poor spellers (Class 3). The three-step multinomial logistic regression analyses suggested that decoding was associated with the highest chances of being poor spellers in both elementary and secondary schools. Speaking German as L1 or L2 was a significant predictor of heterogeneities in secondary but not elementary school students. Polish L1 secondary students had the highest possibility of being poor spellers. The results suggest heterogeneities of student profiles. In addition, special attention should be given to secondary school students with the Polish L1 background in their spelling struggles associated with German orthography.

当前的研究检查了 3-4 年级（小学生；n = 127）和 5-7 年级（中学）中以德语为第一语言 (L1) 和以德语为第二语言 (L2) 的学生的德语拼写错误。学生；n= 379)。五百零六名学生参加了这项研究。我们对中小学生进行了两次单独的潜在班级分析。结果表明，小学生可分为好（1 级）、辅音错误占优势（2 级）或拼写差（3 级）。然而，中学生可以分为加法和顺序错误为主（1 级）、替代和遗漏错误为主（2 级）或拼写差（3 级）。三步多项逻辑回归分析表明，解码与小学和中学拼写不佳的可能性最高有关。说德语作为 L1 或 L2 是中学生异质性的重要预测指标，但不是小学生。波兰 L1 中学生拼写不佳的可能性最高。结果表明学生档案的异质性。此外，应特别注意具有波兰语 L1 背景的中学生在与德语正字法相关的拼写问题上的困难。