In the last years, in educational psychology research, there has been an increasing interest in the study of executive functions in relation to reading comprehension. This review aims to discuss the results of the recent investigations that are focused on this relation. The role of the three main executive functions of inhibition, updating, and shifting will be considered with respect to reading comprehension, one of the most important activities for learning and school achievement. The outcomes of the examined studies are not always consistent. Mixed findings also emerge about the effects of trainings implemented to improve executive functions and, consequently, academic achievement. Such findings will be discussed.