ABSTRACT This review paper aims to define the involvement of Executive Functions (EF) in reading fluency in typically developing children and those with reading difficulties (RD)/dyslexia using neuroimaging and cognitive measurements. The data presented in this review demonstrate how training reading fluency with EF principles improved reading fluency and associated neural circuits. The possible mechanism for this fluency improvement points to the utilization of EF during reading remediation and its relation to the synchronization between the auditory and visual modalities in RD. Overall, the studies reviewed in the current paper suggest that reading fluency is achieved through a better synchronization of EF‐brain regions with sensory networks, which are linked to decreased neural noise. These results support embedding EF principles in reading training and point to the need to include the fluency component in the Simple View of Reading model and open up possible opportunities to improve reading in children. LAY ABSTRACT This review aims to define the involvement of Executive Functions (EF) in reading fluency among typical readers and children with reading difficulties (RD) using neuroimaging and cognitive measurements. It points to the possibility of utilizing EF‐based reading training to improve reading fluency and support embedding EF principles in reading training.