<p>Pronouns require that readers connect them to the corresponding referent, yet they can also facilitate processing by avoiding unnecessary repetition during reading. Previous research has primarily examined pronouns as obstacles to reading comprehension in children. How pronouns function both as facilitators and obstacles to children’s reading comprehension, depending on relevant individual differences, remains underexplored. The current study focused on individual characteristics relevant to inferencing and reading comprehension: oral language, working memory, and word reading.Two hundred and twenty-four English-speaking fifth graders read two texts, one in its original version and one in which pronouns were replaced by their referents, and answered eight reading comprehension questions for each text. Individual skills were assessed using standardized tasks and treated as continuous variables, allowing us to examine how processing effort associated with pronoun resolution shifts as cognitive and linguistic resources increase. Using mixed-effects logistic regression, we modeled the probability of a correct response as a function of referencing condition and scores on standardized measures. Working memory moderated pronoun effects across the skill continuum: weaker skills favored repeated referents, average skills showed no differences, and stronger skills favored pronouns. Oral language showed a similar pattern for weaker skills only. Word reading skills did not interact with referencing condition. These findings underscore the importance of considering individual differences when selecting classroom materials and support the inclusion of explicit instructions on pronoun resolution as a part of reading comprehension pedagogy.</p>