Prediction of School Readiness in School-Entry Children Based on Attention, Working Memory, and Language Skills

Abstract

The present study aimed to examine the role of cognitive components, including attention, working memory, and language skills, in predicting school readiness indicators among first-grade entry children. This research was applied in purpose and descriptive–correlational (predictive) in design. The statistical population included all school-entry children in Qorveh County (N = 1648), from which a sample of 300 children was selected from the Comprehensive Assessment, Rehabilitation, and Early Intervention Center. Data were collected using the school entry screening test, which includes components of reasoning and problem-solving, attention and accuracy, memory, and comprehension. The findings indicated a significant positive relationship between the examined cognitive components and school readiness indicators. Moreover, multiple regression analysis showed that attention, working memory, and language skills significantly predicted school readiness, collectively explaining a considerable proportion of variance in this variable. Among the predictors, language skills and working memory showed stronger contributions to early academic performance prediction. Overall, the results highlight the importance of early assessment of cognitive functions at school entry and suggest that attention to these components can facilitate early identification of children at risk of learning difficulties and support the design of effective educational and rehabilitative interventions.