Should executive functioning be included in models of reading comprehension, and if so, which aspects?

The "Simple View of Reading" model postulates that reading comprehension (RC) is based on two component skills: basic reading ability and language comprehension. However, others suggest that various aspects of executive functioning (EF) contribute to RC. Thus, we examined EF in a comprehensive fashion to determine which aspects predict RC and to challenge the Simple View of Reading. Although numerous studies have examined working memory as a contributor to RC, and several have examined other specific aspects of EF, ours may be the first to assess multiple aspects of EF as predictors while controlling both basic reading and listening comprehension. Participants included a mixed sample of 250 children, aged 8-12 years. Multiple hierarchical regression was used to predict RC, with working memory, shifting, inhibition, problem-solving, planning, and nonverbal fluency being the independent variables, controlling basic reading, listening comprehension, and IQ. Results indicated that working memory, problem-solving, and nonverbal fluency predicted RC. As we used a cloze RC task, one likely needs WM to hold the passage in mind, and problem-solving and fluency/divergent thinking to derive the best word to complete the passage. In addition, our data support a multifaceted RC paradigm that includes EF over the Simple View of Reading.