“…Multiple investigations have reported that broad cognitive abilities have direct effects on reading and math achievement beyond the general factor (Benson, 2008; Floyd, Keith, Taub, & McGrew, 2007; Hajovsky et al, 2014; Taub, Keith, Floyd, & McGrew, 2008; Vanderwood, McGrew, Flanagan, & Keith, 2001), but the predictive effects associated with those abilities are relatively small (Beaujean, Parkin, & Parker, 2014; Glutting, Watkins, Konold, & McDermott, 2006; Oh, Glutting, Watkins, Youngstrom, & McDermott, 2004; Parkin & Beaujean, 2012). Whereas there is emerging evidence (e.g., Compton, Fuchs, Fuchs, Lambert, & Hamlett, 2012; Fuchs, Hale, & Kearns, 2011) that individuals with SLD may present with discrepant cognitive profiles when compared with normal controls, these cognitive correlates rarely mediate academic intervention outcomes (Fletcher et al, 2011; Miciak, Stuebing, et al, 2014; Stuebing et al, 2014).…”