Reading is an essential skill needed for academic success. It is an area experiencing much attention given the research supporting the need to be proficient in reading, specifically reading at grade level, as this has shown to contribute to graduation rates, performance on state exams, and career success. Those experiencing a reading disability are typically identified via a psycho-educational evaluation and deemed "Learning Disabled." Research suggests that cognitive ability impacts a student's reading development. Previous researchers have suggested working memory as a predictor in reading ability; others have suggested a phonological deficit as a predictor, while others suggest that conducting cognitive assessments does not contribute to effectively addressing a reading need. Furthermore, research suggests that students with a reading deficit will perform differently on tasks that measure cognitive ability as these students present with a cognitive deficit or deficits in multiple cognitive areas related to their performance on reading tasks. Moreover, others suggest that some students with reading deficits may perform within the average intelligence range and therefore, not demonstrate a cognitive ability deficit. Due to the vast research available in reading ability and reading deficit, through a collection of archival data, this study aimed to examine the cognitive and achievement performance of 80 academically at-risk elementary school-aged children ranging from grades 3 to 5 and ages 8.0 to 11.11 with specific reading deficits as measured by the WISC-V, FAR, and the KTEA-3. The first correlation analysis found a significant correlation between the VCI with PI, MI, and FI but not with CI. While the FRI has a positive correlation with PI and MI but not with FI or CI. The VSI, WMI, and PSI did not have any significant relationship with PI, MI, FI, or CI. The second correlation analysis found a significant correlation between the VCI with reading and math composites from the KTEA-3, in addition to the phonological processing subtest. VSI had a significant relationship with the math composite and reading comprehension subtest while FRI had a significant relationship with the reading and math composites, and both the phonological processing and spelling subtests. Although the examiner expected to find WMI to have a positive relationship to reading comprehension, it was found to not have any significant relationship with any subtest, composite, or index. Lastly, the PSI had a significant relationship with the math composite only. The third correlation analysis found that PI and MI has a significant relationship with both reading and math composite and the phonological processing and spelling subtests from the KTEA-3. FI was found to have a positive relationship with the reading composite and the phonological and spelling subtests, while CI had a positive relationship with the reading composite and reading comprehension subtest from the KTEA-3. [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/en-US/products/dissertations/individuals.shtml.]