Abstract

In this chapter, we integrate theory and empirical findings on the development of strategic processes and executive functions and the provision of autonomy support to foster these skills in relation to children’s reading comprehension development. From an individual differences perspective, we consider how the interplay of these constructs may influence academic performance among English Learners and students with specific reading comprehension deficits. We provide a historical overview of the study of reading comprehension strategies and executive functions, as well as examine current work and its limitations. We spotlight training in the reading comprehension strategy of inference making, delineating how use of this strategy may benefit the development of executive function skills. Finally, with respect to future research directions, we focus on the potential key role of students’ autonomy support in facilitating self-regulated use of strategic processes and thereby strengthening executive functions.