Objective: Learning disabilities are one of the most common areas in any country's education system. The aim of this study was to investigate the effect of computer-assisted cognitive homework on improving the executive functions and reading performance of children with dyslexia. Method: This research was quasi-experimental with pretest-posttest and control group. The statistical population included 8-11 years old children with dyslexia in Mashhad who were diagnosed using DSM-5 and reading tests. The experimental group received computer-assisted cognitive homework training while the control group had no intervention. All participants were assessed by paper-and-pencil tests (reading and dyslexia test (NEMA) and functional tests (Hanoi tower, go/no-go, similarities subtest and digit span subtest) before and after training. Results: Data analysis showed that the participants in the experimental group had significantly higher scores compared to the control group in the post-test phase on reading (P <0.001), direct digit span (P = 0.01), reverse digit span (P = 0.03) and similarities (p <0.01), and lower scores in movement (P = 0.01), time (P = 0.001), commission errors (P = 0.01), omission error (P = 0.001) and reaction time (P = 0.001). Conclusions: It seems that computer-aided cognitive assignments have a positive effect on improving the executive functioning and reading performance of children with reading disorder.