Reading comprehension is an extremely important skill that students need to be effective learners; however, a significant percentage of students are reading below grade level on a nationwide scale (National Assessment for Educational Progress, 2019; National Institute of Health as cited by Learning Disabilities Association of America, 2022). In order to address these deficits, it is important to understand the neurocognitive skills associated with developing reading comprehension to inform appropriate pedagogy and intervention. One such model is the Simple View of Reading (SVR; Gough & Tunmer, 1986; Hoover & Gough, 1990), which explains reading comprehension as the product of decoding skills and language comprehension. However, more recently, the neuropsychological underpinnings of reading comprehension have been explored, including the role of executive functioning in developing these skills. This present study aimed to examine the role of executive functioning skills within the SVR framework in a clinically complex and economically disadvantaged sample. Mediation analyses indicated executive functioning skills--as measured by working memory, cognitive flexibility, and inhibitory control--indirectly impacted reading comprehension through the development of decoding and language comprehension. Additionally, executive functioning was significantly lower in both groups of students with below average decoding skills and below average language comprehension skills, respectively. Thus, reading comprehension intervention for clinical populations should not only target decoding and language comprehension skills, but also include executive functioning remediation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]