This study investigated the differences between DCD and typically developing children in motor and cognitive abilities, and determined which tasks were best indicators in order to assess children with and without DCD. The study adopted the PASS theory of information processing in motor and cognition. Participants were 42 preschool students 5 years old (24 DCD and 18 non DCD). Results revealed that DCD differed significantly (p<0.05) from non DCD students and performed at a lower level on all motor and cognitive tasks. The discriminant analysis showed the strengths and weaknesses for both groups. Early identification of specific cognitive-motor difficulties, as a precursor of academic performance, contributes to early intervention.