Table 2.

Studies presenting indirect evidence on the association between executive functions and multiple-text comprehension.

Study	Participants (n and school-level)	Executive function	Multiple-text comprehension	Association
Banas and Sanchez (2012)	n = 62 (undergraduates)	Working memory (Automated operation span task)	Reading a website organized in a hierarchical tree structure + search questions + tree structure task (correct placement or matched terms)	Partial
Brand-Gruwel et al. (2009)	Study 1: n = 10 (5 PhD students and 5 undergraduates) Study 2: n = 15 (undergraduates) Study 3: n = 23 (secondary school, grade 9)	Think-aloud (Regulation)	Answering questions with information found on the Web + Think-aloud (time, frequency and sequencing of sub-skills)	Yes
Bråten and Ferguson (2014)	n = 120 (high school, grade 10)	Working memory (Span task)	Epistemic belief questionnaire	Yes
Bråten and Strømsø (2003)	n = 7 (undergraduates)	Think-aloud (Strategic processing)	Reading one self-selected text to be integrated with other personal sourcers + think-aloud (frequency of strategies)	Yes
Hilbert and Renkl (2008)	n = 38 (undergraduates)	Intelligence; Think-aloud (regulation)	Reading 6 documents and concept-mapping + learning questions (correctness and knowledge increase) + think-aloud	Partial
Isberner et al. (2013)	n = 77 (undergraduates)	Working memory (Reading span)	Reading two texts + sentence verification task + recognition task + plausibility judgment.	Yes
Moehring et al. (2016)	Study 1: n = 120 adults Study 2: n = 171 (high school)	Fluid intelligence (Fluid reasoning scale)	Computerized digital literacy test	Yes
Sharit et al. (2015)	n = 60 (adults)	Working memory (Alphabetic span); reasoning (inference test); processing speed (digit symbol substitution); executive function (trail making test)	Using the Internet to answer questions (Search time; number of websites visited; switches between websites; search accuracy)	Partial