How executive functions contribute to reading comprehension

BACKGROUND: Executive functions have been proposed to account for individual variation in reading comprehension beyond the contributions of decoding skills and language skills. However, insight into the direct and indirect effects of multiple executive functions on fifth‐grade reading comprehension, while accounting for decoding and language skills, is limited. AIM: The present study investigated the direct and indirect effects of fourth‐grade executive functions (i.e., working memory, inhibition, and planning) on fifth‐grade reading comprehension, after accounting for decoding and language skills. SAMPLE: The sample included 113 fourth‐grade children (including 65 boys and 48 girls; Age M = 9.89; SD = .44 years). METHODS: The participants were tested on their executive functions (working memory, inhibition and planning), and their decoding skills, language skills (vocabulary and syntax knowledge) and reading comprehension, one year later. RESULTS: Using structural equation modelling, the results indicated direct effects of working memory and planning on reading comprehension, as well as indirect effects of working memory and inhibition via decoding (χ(2) = 2.46). CONCLUSIONS: The results of the present study highlight the importance of executive functions for reading comprehension after taking variance in decoding and language skills into account: Both working memory and planning uniquely contributed to reading comprehension. In addition, working memory and inhibition also supported decoding. As a practical implication, educational professionals should not only consider the decoding and language skills children bring into the classroom, but their executive functions as well.