Several studies are showing that executive functions such as working memory, inhibition, updating, shifting, and cognitive functions such as memory, attention, and perception are related to reading acquisition. The purpose of this literature review is to explore the psychological study of reading; In first place, we will be processing reading as a phenomenon in a human’s life: encompassing the historical importance of literacy in general and reading in specific, developmental aspects, with a particular focus on childhood experiences and family environments. Then on the other hand, we will analyze reading from a purely psychological view, i.e. as a cognitive process by digging into the theoretical frameworks and discovering the various models of reading acquisition, the contributions of different fields in this study (e.g. neuroscience), especially cognitive psychology’s role in understanding reading processes (word identification – word comprehension). We aimed to clarify the correlation between cognitive (memoryattention) and executive functioning (working memory-inhibition) on the one hand, and the reading process on the other, drawing support from a wide range of studies. Understanding these interrelationships enables us to conclude their implications for educational practices and cognitive development strategies. The literature search was primarily executed using databases like Google Scholar, ScienceDirect, and Scopus, ensuring a diverse array of scholarly sources. Thematic analysis was employed to categorize insights across the reviewed literature, enabling a comprehensive understanding of the interplay between reading, cognitive functions, and executive functions.