The general objective of this study is to describe and analyze the changes in the performance at lecture, working memory and inhibition tests in children from 5 to 7 years old throughout three measures. In order to achieve the objective, a sample of 100 children, current students at Colegio Integrado la Candelaria in Bogota, Colombia, was assessed in the variables mentioned above by standardized tests (Early Grade reading Assessment, National Institutes of Health Toolbox and Corsi from PEBL battery). The analyzed data suggests that the reading processes are highly influenced, mainly, by working memory specifically in tasks related to visuospatial memory. Likewise, the processes of reading and writing development (literacy, decoding and confirmation and fluency stages) showed an expected relation with the children’s development stages and their performance adjusted to expected scores for the early evolution of executive functions. A comparison is made between the actual national standards for literacy and the abilities and skills shown by the sample in order to propose strategies and important aspects to consider in future national educational programs. With this in mind, educational planning could achieve more accurate bases and children could reach the established national standards and guidelines.