Relations Between Executive Functions and Reading Comprehension: A Study of Fourth-Grade Students with and Without Reading Comprehension Difficulties.

Background: The role of non-linguistic factors, such as executive functions, in the reading comprehension process has been analyzed. The present research sought to investigate the relationship between executive functions and reading comprehension.

Methods: In an exploratory cross-sectional study, a group of 89 fourth-grade students were evaluated, considering a balanced number of children with and without reading comprehension difficulties.