Word recognition is a fundamental reading skill that relies on various linguistic and cognitive abilities. While executive functions (EF) have gained attention for their importance in developing literacy skills, their interaction with domain-specific skills in facilitating reading among different learner groups remains understudied. This study examines the relationship between EF, orthographic awareness, morphological awareness, and Chinese word recognition in 204 Chinese as a second language (CSL) students and 419 native Chinese primary students. Our findings reveal that EF indirectly influences word recognition through orthographic awareness, but not through morphological awareness. The result of group comparison indicates that direct and indirect effects of EF on word recognition are evident in both native and CSL groups. Nevertheless, EF plays a more prominent role in CSL learners. These results contribute to our understanding of cognitive skills in reading and offer significant implications for instructional practices.