Executive functions toward self-regulated reading

In this chapter we addressed the topic of the regulation of mental processes with a focus on cognitive control during tasks of reading and comprehension of written texts. T he construct of executive functions was introduced, briefly describing its definition, cognitive models, neurofunctional basis, and developmental trajectories. Next, the role of EFs in learning processes and, in particular, in the acquisition of reading-writing and text comprehension was analyzed. In this regard, we defined which EFs are particularly important for the self-regulation of reading processes according to task goals, context, mode, and type of texts. Finally, early educational interventions for fostering good executive control in students were described.