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All were 2nd and 3rd graders who had attended Norwegian schools from 1st grade on. None of the individuals in L1\u2010Con or the L2 group were identified with any learning disability. However, slow literacy progress was seen in some L2\u2010children. The children were tested individually within the symptomatic and cognitive levels. Results were analysed in two steps: (1) group comparisons; (2) L2 individual profiles and tentative L2 subgrouping. An unexpected L2 profile showed language scores below norm, coupled with some scores within and some scores above norm within the cognitive domain. Case assessment of the L2 group resulted in three subgroups: one comparable to L1\u2010Con, one comparable to L1\u2010Dys, and one with a result in between these two groups. Low linguistic scores cannot be considered valid markers of dyslexia in L2. 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