Recently researchers have studied the relevance of domain-specific and domain-general predictors on basic academic skills development (e.g., Passolunghi & Lanfranchi, 2012). Some data maintain that intelligence, working memory and its components as general predictors of basic school skills (Aragón, Navarro, Aguilar, Cerda, in press; Preßler, Krajewski, & Hasselhorn, 2013). In addition, domain-specific predictors of academic skills as early literacy and early numeracy are also stated (Purpura, Hume, Sims, & Lonigan, 2011).

This study evaluated possible gender differences in domain-general and domain-specific predictors of academic skills. Those differences could explain gender gap in early years.

Participants included 178 third year of Preschool Education from four schools students. Girls were 89, ages ranged from 59 to 71 months (M=65.53; SD=3.48), and 89 boys, whose ages ranged between 59 and 72 months (M=65.66; SD=3.64). A cognitive assessment was carried out using the Raven Coloured Progressive Matrices Test, Forward and Backward digit Test, Get Ready to Read and Early Numeracy Test.

Results and Discussion:
To analyse gender differences Kruskal-Wallis one-way statistical test was used. Our findings support the notion that gender differences were not significant considering the psychological variables assessed (intelligence, working memory, short-term memory, early literacy and early mathematical competence). They are also consistent with other studies reporting of no gender differences between boys and girls in domain-general and specific-predictors of academic skills (Aragón, Delgado, Aguilar, Araújo, & Navarro, 2013; Jordan, Kaplan, Nabors-Olah, & Locuniak, 2006; Hyde, 2005; Lindberg, Hyde, Petersen, & Linn, 2010).