The general purpose of the current study was to clarify the role and estimate the correlation of specific cognitive abilities with Second Language (L2) reading achievement of English Foreign Language (EFL) university students. Since there are not ample available studies about the cognitive correlates of reading comprehension in a second language, we put our attention on the role of cognitive abilities of individuals to investigate second language reading comprehension's nature. To this aim, the relationship between fluid intelligence, crystallized intelligence, and speed of processing with second language reading comprehension as three different kinds of tests was examined to predict participants' reading achievement. The results revealed a significant correlation of fluid intelligence with second language reading comprehension.