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Recent research suggests that EF skills also affect arithmetic abilities. Children with reading difficulties (RD) experience deficits in EF. It is still unknown to what extent these EF deficits are the basis for both reading and arithmetic skills in children with RD compared with typical readers. To define the role of EF in reading and arithmetic in children with RD and typical readers, EF measures and reading and arithmetic fluency and non\u2010fluency measures were assessed in 8 to 12\u2010year\u2010old children with RD and age\u2010matched typical readers. Comparison and correlation analyses were performed within and between the two groups. Children with RD scored lower on reading and arithmetic fluency and non\u2010fluency tasks compared with typical readers. For both groups, fluency measures were lower than non\u2010fluency measures. Strong correlations were found within the entire study population between fluency measures and EF, as well as between non\u2010fluency measures and EF compared with mixed correlations observed for the groups separately. Fluency was related to subcomponents of EF expressed in both reading and arithmetic domains for the two groups. The role of each domain and comparison with non\u2010fluency results for each group are discussed.<\/jats:p>","DOI":"10.1002\/dys.1624","type":"journal-article","created":{"date-parts":[[2019,7,12]],"date-time":"2019-07-12T11:33:07Z","timestamp":1562931187000},"page":"267-283","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":21,"title":["Altered association between executive functions and reading and math fluency tasks in children with reading difficulties compared with typical readers"],"prefix":"10.1002","volume":"25","author":[{"given":"Raya","family":"Meiri","sequence":"first","affiliation":[{"name":"Educational Neuroimaging Center Faculty of Education in Science and Technology Technion  Haifa Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ophir","family":"Levinson","sequence":"additional","affiliation":[{"name":"Educational Neuroimaging Center Faculty of Education in Science and Technology Technion  Haifa Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0340-4708","authenticated-orcid":false,"given":"Tzipi","family":"Horowitz\u2010Kraus","sequence":"additional","affiliation":[{"name":"Educational Neuroimaging Center Faculty of Education in Science and Technology Technion  Haifa Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2019,7,12]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1076\/chin.8.2.71.8724"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11065-012-9220-3"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.neuroimage.2010.10.009"},{"key":"e_1_2_8_5_1","first-page":"65","article-title":"Why does prosody accompany fluency? 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