Purpose: The purpose of the present research was to compare the effectiveness of educational program based on response to intervention and sensory-motor integration intervention on the cognitive rhythm of students with learning disabilities. Method: The research method was semi-experimental with a pre-test/post-test design with a control group and a follow-up period. of the research population included students with dyslexia in the first, second and third grades of elementary school who referred to the learning disorders center in Semnan City in the academic year 2021-2022. Overall, 45 students with dyslexia (aged 8-10 years) were selected through purposive sampling and randomly replaced in three groups of 15 (two experimental groups and one control group). The experimental groups were subjected to intervention for eight sessions of 60 minutes. The control group did not receive any intervention. Follow-up was done after three months. The measuring tool was slow cognitive rhythm (SCT) symptoms checklist. The data were analyzed using the mixed two-factor ANOVA method by SPSS-26 software. Findings: The findings showed a significant difference between the experimental and control groups in the SCT score (P<0.05). According to the results, both interventions were effective and had a stable effect, but the educational impact based on the response to intervention was more than that of the sensorymotor integration intervention. Conclusion: Educational intervention based on response to intervention and sensory-motor integration intervention can be used as a beneficial approach to help students with dyslexia and slow cognitive rhythm in elementary schools and centers for learning problems.