This study evaluates the relations of reading comprehension, decoding, working memory, and attentional control of students in grades 6–12. Findings suggest different aspects of attentional control are important for decoding versus comprehension.
Arlington, N. C., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325–346.