The socio-affective stimuli received in childhood are essential to develop reading skills. The objective of this research is to investigate impact vectors of attentional networks developed in contexts of social vulnerability, as cognitive predictors of reading comprehension. The methodology contemplates a non-experimental design of a randomized group with two distributions applied to 30 children from 4th and 5th grade of basic education (N=60). The neuropsychological evaluation consisted of subtests of three instruments such as: WISC-V, TMT and ENI. The statistical analysis indicated that there are no significant differences (U >0.05) between the evaluated groups, while the modelling showed positive results in the multiple linear regression. Now, the divided attentional network (visual and verbal) has a significant correlation (r = 0.61 and r = 0.40) with the reading comprehension process.

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