This study investigated the direct and indirect roles of verbal and visuospatial memory in Chinese reading comprehension. One hundred twenty-eight Cantonese-speaking children participated in the study at the end of their 3rd year of kindergarten in Hong Kong. Both verbal and visuospatial memory were found to be significantly associated with Chinese reading comprehension. Path analysis showed that visuospatial memory was significantly associated with reading comprehension through word reading. Verbal memory was associated with reading comprehension indirectly through listening comprehension. Additionally, the direct path from visuospatial memory to reading comprehension was significant when word reading and listening comprehension were considered simultaneously. The findings of the direct and unique role of visuospatial memory in reading comprehension in Chinese elaborated and extended our understanding of the simple view of reading in young children in a non-alphabetic language.