The purpose of this dissertation was to investigate the extent to which the Test of Everyday Attention for Children (TEA-Ch) in isolation and in combination with parent ratings of inattention predicted performance on reading comprehension assessments presented in various formats (question and answer, cloze, and recall) among a non-clinical sample of low-income fourth grade students of color. Hierarchical multiple regression analyses were conducted to answer the research questions. The first block of the regression model included selective attention, sustained attention, and attentional control/switching domains of the TEA-Ch in isolation as predictor variables of performance on the Reading Comprehension subtest (question and answer format) of the Wechsler Individual Achievement Test, Third Edition (WIAT-III), and the Passage Comprehension (cloze format) and Reading Recall (recall format) subtests of the Woodcock-Johnson Tests of Achievement, Fourth Edition (WJ-IV ACH). The second block of the regression model included selective attention, sustained attention, and attentional control/switching domains of the TEA-Ch in conjunction with parent ratings of inattention utilizing the Conners 3 Parent Short Form as predictor variables of performance on the Reading Comprehension subtest of the WIAT-III, the Passage Comprehension and Reading Recall subtests of the WJ-IV ACH. Results indicated that the sustained attention domain of the TEA-Ch was a significant predictor of children's performance on reading comprehension tests presented in question and answer format and recall format, both in isolation and in combination with parent ratings of inattention. The selective attention, sustained attention, and attentional control/switching domains of the TEA-Ch were not significant predictors of children's performance on reading comprehension tested in a cloze format, neither in isolation, nor in combination with parent ratings of inattention. These results suggest that sustained attention may play a key role in successful reading comprehension, and measures of sustained attention may serve a clinical role in the assessment and remediation of reading comprehension difficulties. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]