This study evaluated the relation between sixth graders' (N = 426) teacher-rated difficulties in attention and executive function (EF) and their comprehension skills. Reading comprehension was assessed with a multiple-choice task and online research and comprehension (ORC) with a problem-solving task. The analyses were controlled for gender, reading fluency and nonverbal reasoning. To investigate differences in students' performance between the tasks, comprehension skills in the multiple-choice task were also controlled for in the ORC task. Structural equation models showed that teacher-rated attention and EF difficulties were related to students' performance more in the problem-solving task than in the multiple-choice task. After controlling for all the background variables, these difficulties explained 9% of the variance of ORC performance in girls and 4% in boys. These results indicate that for students with attention and EF difficulties the ORC task was more challenging than the reading comprehension task.

这项研究评估了六年级学生（N = 426）教师评价的注意力和执行功能（EF）及其理解能力方面的困难。阅读选择能力通过多项选择任务进行评估，在线研究和理解能力（ORC）通过解决问题的任务进行评估。对分析进行了性别，阅读流利度和非语言推理的控制。为了调查任务之间学生表现的差异，在ORC任务中还控制了多项选择任务的理解能力。结构方程模型显示，在解决问题的任务中，教师选择的注意力和EF困难与学生的表现有关，而不是多项选择任务。在控制了所有背景变量之后，这些困难解释了女孩ORC表现差异的9％和男孩4％。