This longitudinal study investigated whether and, if so, how executive functions predict English reading comprehension development among Spanish-English bilingual adolescents. Students (N = 116) were followed from Grade 6 (age 11) through Grade 8 (age 13) and their cognitive (i.e., working memory, inhibitory control, attention shifting), linguistic, and reading skills were assessed annually. Growth modeling indicated that a Grade 6 measure that tapped both attention shifting and inhibitory control moderately predicted reading comprehension growth, controlling for other executive functions and processing speed. This relation was not significant when controlling for word reading and language comprehension, suggesting overlap in the contributions of these skills. Concurrent mediation analyses suggested multiple mechanisms for the contributions of individual executive functions to reading comprehension. Results provide cautious support for the importance of executive functions to reading comprehension development for bilingual adolescents and suggest multiple pathways by which they contribute via established componential skills.

这项纵向研究调查了执行功能是否以及如何（如果有的话）预测西班牙-英语双语青少年之间英语阅读理解的发展。学生（N = 116）从6年级（11岁）到8年级（13岁），其认知（即工作记忆，抑制性控制，注意力转移），语言和阅读技能每年进行评估。生长模型表明，利用6级测验可以同时转移注意力和抑制控制，从而适度地预测阅读理解的增长，并控制其他执行功能和处理速度。当控制单词阅读和语言理解时，这种关系并不重要，表明这些技能的贡献存在重叠。同时进行的调解分析提出了多种机制，可以使个人执行功能对阅读理解做出贡献。