Executive functions are high level cognitive processes, responsible for the planning, execution and evaluation that the subject makes of their own behavior. Their study is justified since they are involved in the processes of learning and child development and are the very nucleus of the social and adaptive behavior of the human being. Therefore, identifying the factors that intervene in their production has become an essential objective of the research that seeks to develop effective interventions, in the clinical and educational field, in children and adolescents. This article reviews the scientific literature that relates executive functions and academic performance with the reading learning process. The scientific articles on this topic, published from 2010 to 2015, are studied. Out of a total of 34 search results, 6 scientific publications were selected and analyzed according to predefined criteria.