Background: Executive function (EF) is significantly associated with reading comprehension outcomes, yet the interaction between EF and critical language skills (including vocabulary, morphological awareness (MA) and syntactic knowledge), across these levels of reading comprehension (literal, inferential and evaluative comprehension) has rarely been examined in the literature. Methods: A total of 162 third-grade primary school students participated in the study, completing a battery of assessments measuring EF, receptive vocabulary, MA, syntactic knowledge and Chinese reading comprehension. Structural equation modelling was utilised to examine the pathways between EF and different levels of reading comprehension and the mediation effects through these three types of linguistic knowledge. Results: The results confirmed that EF is significantly associated with all three levels of reading comprehension in Chinese. The effects of EF on literal and inferential comprehension were significantly stronger than its impact on evaluative comprehension. Both MA and syntactic knowledge served as significant mediators in the relationship between EF and all levels of comprehension. Receptive vocabulary played a notable mediating role in the association between EF and both literal and inferential comprehension, whereas no mediating effect was observed in the link between EF and evaluative comprehension. Conclusions: The study illustrates the significant impact of EF on all three levels of reading comprehension and sheds light on the mechanisms through which EF influences these comprehension levels via linguistic knowledge and skills. These insights can inform practitioners about students' difficulties in reading and support the development of levels of comprehension skills.