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The most prominent finding was that in terms of <jats:styled-content style=\"fixed-case\">RD<\/jats:styled-content>, the speed of performances decreased dramatically. This general decrease was more pronounced for bilingual children with <jats:styled-content style=\"fixed-case\">RD<\/jats:styled-content> than for their monolingual counterparts. In conclusion, the findings suggest that while bilinguals gain more from executive functions in normal reading, they lose in terms of <jats:styled-content style=\"fixed-case\">RD<\/jats:styled-content>. Such an outcome confirms that executive functions are essential components of both reading and bilingualism, which depending on whether reading conditions are normal or difficult will produce cognitive advantages or disadvantages. 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