In this study, the authors used structural equation modeling to investigate relationships between ability constructs from the Wechsler Intelligence Scale for Children—Third Edition (WISC-III; Wechsler, 1991) in explaining reading and mathematics achievement constructs on the Wechsler Individual Achievement Test (WIAT; Wechsler, 1992). Participants comprised the nationally stratified Linking sample (N = 1,116) of the WISC-III and WIAT. Relating the latent ability variables to the latent achievement variables showed that psychologists must go beyond g in order to meaningfully understand children's trait performance on the WISC-III. Results for reading indicated psychologists must pay attention to the constructs of g and Verbal Comprehension, and for mathematics, that they are obliged to consider g and Freedom From Distractibility. Results are discussed in terms of their theoretical, applied, and treatment-related implications.
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