<p>The ultimate goal of reading is ‘comprehension,’ and students with reading comprehension difficulties exhibit an inappropriate level of comprehension ability considering their age. From this perspective, this study analyzed the cognitive profiles of sixth-grade students by using the fusion model of cognitive diagnostic model and examined different levels of students (good, average, struggling). In order to conduct this study, a reading comprehension test was conducted for 1000 sixth-grade students in 28 elementary schools in Seoul, Gyeonggi-do, Gyeongsangbuk-do, Gyeongsangnam-do, Busan, Gwangju and Jeju-do. As a result, good, average and struggling students in reading comprehension showed differences in the ability to master cognitive attributes. Especially, struggling readers were classified into five types according to three levels of comprehension, namely literal, inferential and evaluative comprehension. The cognitive diagnosis of these types serves as an important source of information for identifying students’ strengths and weaknesses, and it is significant in that it is a statistical analysis of the complicated process of reading comprehension.</p>