In this study the cognitive correlates of reading comprehension in English as a foreign language were studied. The Cattell-Horn-Carroll model of cognitive abilities was used as the theoretical grounding for the study. We examined the relationship between fluid intelligence, crystallized intelligence, verbal analogical reasoning, and speed of processing with second language reading comprehension. Measures of the relevant constructs were administrated to 84 undergraduate students of English as a foreign language. Only the verbal analogical reasoning measure had significant partial effects in the regression model.