“…To our knowledge, only Kieffer et al () have examined the indirect effects of EF components on reading comprehension through reading accuracy and vocabulary and have found that shifting, but not inhibition or working memory, had a small indirect effect on reading comprehension through vocabulary. An indirect relationship between EF and reading comprehension would be expected on the basis of evidence showing that performance on EF tasks is associated with both word reading (e.g., Altani, Protopapas, & Georgiou, in press; Arrington, Kulesz, Francis, Fletcher, & Barnes, ; Best, Miller, & Naglieri, ; Lan et al, ; Monette et al, ; Rose, Feldman, & Jankowski, ) and oral language skills (e.g., Lonigan, Lerner, Goodrich, Farrington, & Allan, ; McClelland et al, ; Potocki et al, in press). Arrington et al (), for example, reported direct effects of inhibition and working memory on reading fluency in a sample of adolescent students.…”