Abstract This systematic review and meta-analysis examined the associations between executive functions (EFs) and reading in elementary school children. Framed by the unity and diversity model of EF and the direct and indirect effects model of reading, this review aimed to clarify how EFs (inhibition, shifting, and updating) uniquely contribute to reading development (word reading, listening comprehension, reading fluency, and reading comprehension). The review followed PRISMA guidelines and searched six databases (PubMed, PsycINFO, Embase, Web of Science, Scopus, and ProQuest). A qualitative synthesis of 69 identified studies revealed that differences in associations between EFs and reading were shaped by the nature of the EF tasks (i.e., targeted domain, task paradigm, scoring method) and differences in reading assessments (i.e., targeted skill, format). Sixty studies (yielding 275 effect sizes) met criteria for meta-analysis, revealing significant associations between EF and reading outcomes, with updating showing the largest descriptive association. This review highlights that while EFs are related to reading, their associations vary by measurement approach. It underscores the importance of task and assessment design in interpreting the EF-reading link. Implications for theory, educational practice, and directions for future research are discussed.
Zhou et al. (Mon,) studied this question.