This study investigated the unique role of nonverbal reasoning in early English word decoding for native Chinese-speaking children across three studies. In Study 1, 80 Grade 1 and 2 participants completed assessments including nonverbal reasoning tests, English pseudoword reading, Chinese character reading, Chinese phonological awareness (CPA), English phonological awareness (EPA), and English orthographical awareness (EOA). Nonverbal reasoning uniquely contributed to English pseudoword reading, with EPA partially mediating. Study 2 involved 52 Grade 1 children assessing nonverbal reasoning, English pseudoword reading, CPA, and EPA in Grade 1 and English pseudoword reading in Grade 3. Nonverbal reasoning longitudinally predicted English pseudoword reading and again EPA partially mediated the prediction. In Study 3, 80 Grade 1 beginners completed an English word-learning task, along with nonverbal reasoning, CPA, English phonological memory, and EPA assessments. Nonverbal reasoning uniquely influenced decoding learning, again partially mediated by EPA. The present study expands our understanding of language and cognitive skills that underpin English word decoding among Chinese-speaking children by examining direct and indirect relationships among nonverbal reasoning, EPA, and word decoding.