There is insufficient evidence in the literature about many correlations between motor and cognitive skills in 3-5 year old children [1]. The aim of this study was to explore the relationship between the development of the gross motor skills and the prerequisites of reading/writing following a ludic-motor program (LMP) in pre-school children. This study has involved 189 children (age: 4.62 ± 0.97 years; height: 107.83 ± 7.82 cm, body weight: 19.84 ± 4.95 kg) attending 8 kindergartens in Palermo. The children were randomly divided in a control group (C, n= 29), a 1-intervention group (I-1, n= 120) and a 2-intervention group (I-2, n= 40). I-1 and I-2 respectively performed 4 and 10 hours/week of a 16-week LMP carried out by outside experts; while C children do not perform any LMP. This program was planned in 21 learning modules aimed to develop bodily schemes, basic motor skills, fine motor control and coordination abilities. Before and after the LMP, locomotor and object control skills were evaluated with the Test of Gross Motor Development, while early reading/writing skills with the PRCR-2 test. Analyses of covariance were performed to compare outcomes for I1, I2 and C groups at post-test and the covariate was the participants’ measure of cognitive skills at pre-test. Statistical significance was defined at
