<p>Phonological skills and executive functions are fundamental cognitive abilities underlying reading acquisition. It is therefore crucial that children begin developing these capacities early, starting in preschool. This study tests the hypothesis that psychomotor training focused on temporal processing enhances early predictors of reading ability. The first part of the study investigates the relationships between rhythmic ability, inhibitory control, and key pre-reading skills in preschool children aged 4 to 6 years. The second part examines the effects of rhythmic training on emergent literacy skills. A distinctive feature of this research is its longitudinal design. Children’s cognitive and motor abilities were first assessed at age 3, during their initial year of formal schooling. Half of the cohort participated in a rhythmic training program administered over two 12-week sessions. Post-intervention assessments were conducted at regular intervals up to age 6, evaluating phonological awareness, executive functioning, and emergent reading abilities. The findings underscore the significant role of rhythmic training in supporting reading development. Results indicate that such training may positively influence early literacy skills and enhance specific executive functions, including inhibitory control. In conclusion, the incorporation of musical and motor activities into early childhood education may offer a promising approach for fostering cognitive processes essential for reading.</p>