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Understanding the learning process of reading and writing requires an in-depth analysis of the predictive indices that determine their development. Their study is fundamental to both research and clinical practice, enabling the implementation of targeted educational techniques and the early identification of children at risk of learning disorders. This study explores the relationship between these indices and reading and writing skills through a systematic PRISMA review. Through a comprehensive search of various databases, 102 articles were identified that met the inclusion criteria. The results reveal considerable interest in the scientific community in this topic, underlining the multi-componential nature of learning processes. However, while the main focus has been on reading, there is a dearth of studies on writing ability, just as in the face of a greater study of the proximal stages to school age, there is a dearth of studies with an assessment during early childhood. Furthermore, the review showed a limited focus of the literature on predictors of specific learning disorders, and an exclusive emphasis on certain types of predictive indices, leaving out others of equal importance. There is therefore a need for further research into this topic, encouraging research aimed at overcoming the limitations currently encountered.

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