Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 3 2017 07 31 46 56 Mohsen Shokoohi-Yekta Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Iran Salahadin Lotfi Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Iran AND Atieh Neuroscience Center, Tehran, Iran Reza Rostami Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Iran AND Atieh Neuroscience Center, Tehran, Iran Ali Akbar Arjmandnia Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Iran Negin Motamed-Yeganeh Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Iran Ali Sharifi Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Iran 2017 05 21 Background and Aim: Auditory and visual processing along with phonological and visual spatial working memory are the problems that patients with dyslexia struggle with. So, the aim of this project was to investigate the effectiveness of computerized cognitive training on the working memory performance of children with dyslexia. Methods: The study conducted under the quasi-experimental method with pre- and post-test along with the control group. 25 children with dyslexia aged 7 to 12 years in grades 1-5 assigned to the experimental (15) and control (10) groups; the experimental group received 30 sessions of the Brain Ware Safari intervention program. NAMA scale and Working Memory Test Battery for Children (WMTB-C) were conducted to assess reading and working memory performance of the subjects. MANCOVA, ANCOVA and effect sizes were utilized to analyze the data. Results: There were significant differences between pre- and post-tests of the experimental and control groups on the forward and backward block recall subtests of WMTB-C and not the mazes memory. Regarding the subscales of NAMA scale, we found no significant differences in the reading performance; but analysis of effect sizes showed positive effects at least on the 6 subscales. Conclusion: The Brain Ware Safari computerized cognitive training can improve visual spatial working memory of children with dyslexia and probably may affect the reading performance. https://avr.tums.ac.ir/index.php/avr/article/view/243