“…Because comprehension is complex, it seems plausible that addressing difficulties of comprehension might lean on the supervisory and coordinating aspects of EF. There is clear agreement that there are relations between EF and reading (Follmer, ; Jacob & Parkinson, ), and strong theoretical reasons for these relations, particularly for comprehension (Aboud et al., ; Butterfuss & Kendeou, ; Cutting, Bailey, Barquero, & Aboud, ). EF abilities have been shown to predict reading comprehension performance on school assessments (Fuhs, Nesbitt, Farran, & Dong, ; Gathercole, Pickering, Knight, & Stegmann, ) and in experimental studies (Borella, Carretti, & Pelegrina, ; Swanson, ), regardless of the ages studied or the types of tasks used to measure both constructs (Follmer, ).…”