Working memory (WM) has consistently been related to reading ability, but the precise nature of this relationship remains unclear. This systematic review aims to evaluate the different pathways by which working memory may influence reading. The included papers were categorised into direct, indirect, and hierarchical effect models and presented using a narrative synthesis. The findings suggest that working memory has an indirect impact on reading ability as part of a hierarchical relationship via lower and higher order cognitive abilities. Furthermore, the nature of this relationship changes over time. As skills such as decoding become automatic, the role of WM is reduced and reserved for more complex comprehension. This review sheds light on the relationship between working memory and reading and may help to frame future research into the topic.