ABSTRACT This study explored the relationship between executive function and reading comprehension and the relationship between reading anxiety and reading comprehension. Methods: 153 primary school third-grade subjects participated in the experiment. First, 153 parents and 3 teachers completed the parental and teacher's version of the Behavioral Rating Inventory of Executive Function (BRIEF)，respectively, to assess the executive function of 153 primary school students. Then, the students completed the Reading Comprehension Scale, the Raven Standard Reasoning Test, and the Reading Anxiety Scale. Results: After correlation analysis, the results revealed that: (1) Working memory, inhibit, and plan assessed by parents were significantly related to reading comprehension, but shift and emotional control were not significantly related to reading comprehension. (2) Working memory,inhibit, and plan assessed by teachers were associated with reading comprehension, but no association was found between shift, emotional control, and reading comprehension. (3) Reading anxiety and reading comprehension was not significantly correlated. Conclusions:(1) Working memory, inhibit, and plan could significantly influence reading comprehension, but shift and emotional control cannot significantly affect reading comprehension. Ratings from Parents and teachers on children's executive functions were highly consistent. Working memory, inhibit, and plan assessed by the two questionnaires were all related to reading comprehension. There was no correlation between shift and emotional control and reading comprehension. These results indicated that individuals may need some cognitive functions to complete reading comprehension, especially requiring the involvement of executive functions. (2) Reading anxiety had no significant influence on reading comprehension. The weak correlation between reading anxiety and reading comprehension was consistent with the weak correlation between emotional control and reading comprehension in executive functions. It suggested some relative independence of cognitive function and affective function of the subjects. Key Words: Executive function、reading anxiety、reading comprehension、 Behavioral Rating Inventory of Executive Function.

中文摘要 本次研究探究了執行功能和閱讀理解之間的關係以及閱讀焦慮和閱讀理解之間的關係。 方法:153名小學三年級的被試參與了本次實驗。首先，153名家長和3名老師分別填寫學齡執行功能行為評定量表的家長版和教師版,借此評估153 名小學生的執行功能。然後，這些小學生完成閱讀理解量表，瑞文標準推理測驗以及閱讀焦慮量表。 結果: 通過相關分析，結果發現 (1)家長評定的工作記憶，抑制控制和計畫能力與閱讀理解顯著性相關，但是，轉換和情感控制與閱讀理解無顯著性相關。 (2)教師評定的工作記憶，抑制控制和計畫能力與閱讀理解顯著性相關，轉換與情感控制與閱讀理解無顯著性相關。 (3)閱讀焦慮與閱讀理解無顯著性相關。 結論:(1)家長和教師評定的兒童執行功能具有一致性。兩個問卷所評估的工作記憶、抑制控制和計畫能力都與閱讀理解相關。而轉換和情感控制與閱讀理解則沒有相關性。這些結果表明個體完成閱讀理解可能需要一些認知功能，特別是執行功能的參與。 (2)閱讀焦慮和閱讀理解能力的弱相關性與執行功能中情感控制與閱讀理解的弱相關性一致。表明被試群體的認知功能和情感功能的相對獨立性。 【關鍵字]: 執行功能、閱讀焦慮、閱讀理解、執行功能行為評定量表