Background and purpose: training in executive functions can facilitate and improve many problems related to learning social skills and the reading process in students with reading disorders. Therefore, the present study aimed to investigate the effectiveness of computer games on social skills and reading performance of children with reading disorders.
Method: The method of the present research was semi-experimental with a pre-test, post-test and follow-up design with a control group. To evaluate the social skills of the participants in the research, the social skills questionnaire of Gresham and Elliott (1990) and the reading performance of the Nama test (Karami and Moradi), 1387) were used. Then the subjects of the experimental group received the intervention of computer games for eight sessions weekly. Gresham Elliott questionnaire and Nama test were completed in all three stages pre-test, post-test and follow-up. Data analysis was done using the method of variance analysis with repeated measurements through SPSS software version 23 and at a significance level of 0.05.
Findings: The results of the analysis of variance with repeated measurements showed that the intervention of computer games caused a significant increase in social skills (P = 0.001) and reading performance (P = 0.001) of children with reading disorders.
Conclusion: In general, it can be said that computer games are effective in the social skills and reading performance of children with reading disorders.