To predict learning problems based on the gap between the IQ and achievement has been challenged because of its negative psychological consequences. As a result in many educational systems it has been replaced by an approach called Intervention-Response Model wherein early diagnosis, targeted curriculum planning, and early intervention are emphasized. A content analysis, as well as meta-synthesis of the findings, of 13 studies conducted from 2010-2022 revealed six key areas which play a fundamental role in predicting and prevention of learning difficulties: visual processing, audio processing, phonological awareness, active visual-spatial memory, executive functions, and fine motor skills. Hence, they can be used in designing screening, instructional, and rehabilitation programs, as well as in implementing educational policies that support prevention.