Psychoeducational assessment, and specifically cognitive testing, is important to the role of school psychologists; however, the utility of such testing has been called into question, and its future is unclear. Researchers are divided into two camps. One side grew disenchanted with cognitive testing after the failure of the discrepancy method to reliably identify children with specific learning disabilities. These researchers argue that we can identify children with SLD by other means and should dispense with cognitive tests. In the other camp are researchers who vociferously assert the benefits of cognitive testing. They cite the recent advancements in intelligence theory and in the batteries themselves. At the base of their argument is the contention that specific cognitive abilities are related to certain academic areas. Growing research exists to support this argument, in part because of relatively recent advances in theory and methodology; however, there is still disagreement between the camps, and certain cognitive abilities' relationships to academic achievement is inconsistently supported. Undoubtedly, more research is needed. In particular, there is a need for cognitive-achievement research to be conducted on diverse populations as much of this research has been conducted using normative samples taken from the WJ-R or WJ Ill (see McGrew & Wendling, 2010). In order to support the claim that cognitive testing can inform classification and intervention, researchers must examine whether the cognitive-achievement relations found thus far will hold up with referred, learning-disabled samples. The present investigation aims to do just that. Using structural equation modeling, the study examines whether certain specific cognitive abilities, supported by research and measured by the WJ III COG, affect reading above and beyond general intelligence. Preliminary evidence is provided that suggests generalizability of past results to children with low reading achievement. In particular, the cognitive abilities of auditory processing, crystallized knowledge, and processing speed are important in predicting the reading achievement of these children. The implications of such findings are considerable given the current debate within the field of school psychology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]