Introduction
Treatment of dyslexia and preventing the consequences in students with specific learning disabilities in reading is critical. Improving executive functions, which are related to students’ academic performance [1], can be beneficial. Timely diagnosis of problems in executive functions and correct intervention are effective in preventing and treating dyslexia. Researchers report that the issues of executive functions are often associated with dyslexia [4, 5]. One of the reasons for paying attention to executive functions is that these cognitive abilities are flexible and can be improved by performing appropriate interventions [2]. 
Among the intervention methods for dyslexic students is the use of a computerized cognitive rehabilitation program and cognitive behavioral play therapy. Researches confirm the positive effects of cognitive rehabilitation interventions for children with central nervous system problems and neurodevelopmental disorders [10]. Computer-based cognitive rehabilitation is an educational process during which a person develops and strengthens their basic cognitive skills, which are the basis of many daily activities, such as learning, by repeatedly performing cognitive exercises. The presentation of these exercises is such that the cognitive skills of the person are challenged and as a result of successive achievements during these challenges, the cognitive skills are improved [14]. The results of a study indicate that play therapy improves learning disorders in elementary school children [17]. 
One of the types of play therapy is cognitive behavioral play therapy. Research on the use of Captain’s log computer software, version 2018 and cognitive behavioral plays in improving executive functions is very limited and no research comparing these two methods was found. Therefore, the current research was conducted to evaluate and compare the effectiveness of these methods. The results of the research can help educators, school teachers, psychologists, and learning disorder specialists in using a more effective method to solve specific learning disorder problems in reading.

Methods
This was a quasi-experimental study with a pre-test/post-test design and a one-month follow-up. The statistical population of the study included dyslexic students aged 8-12 years who were referred to the Learning Disorder Center of District 1 in Karaj City, Iran, for the 2021-2022 school year. In this regard, 45 students were randomly placed in two experimental and one control group (15 students in each group). Students of the experimental groups received 10 sessions of Captain’s log computerized cognitive rehabilitation and cognitive-behavioral play therapy, two sessions per week. The research tool included the behavior rating inventory of executive function [20], Captain’s log software, version 2018 and cognitive-behavioral play therapy intervention package [23]. The data were analyzed by variance analysis and repeated evaluation using SPSS software, version 26.

Results
The Mean±SD scores of the participants of each group before and after the intervention are shown in Table 1.


Accordingly, both intervention methods had a positive effect on improving students’ executive performance, and referring to Table 2, the effect of computer cognitive rehabilitation was more than that of cognitive-behavioral play therapy.


This effectiveness was still lasting in the one-month follow-up period. Captain’s Log computerized cognitive-rehabilitation program (P<0.05) and cognitive-behavioral play therapy (P<0.01) have significantly enhanced the executive functions of dyslexic students, and these results are durable in a one-month follow-up. However, a significant difference (P<0.05) was observed in the two intervention methods in the post-test phase and executive function follow-up and computerized cognitive rehabilitation performed better.

Conclusion
Both intervention methods are effective in improving the executive functions of dyslexic students; however, computerized cognitive rehabilitation has a greater effect than the other intervention. Cognitive rehabilitation treatment is based on the principle of neuroplasticity [27]. Cognitive rehabilitation affects executive functions by improving mental and cognitive abilities. Cognitive rehabilitation provides the possibility of decoding, fluent reading, and understanding [28]. Accordingly, it is possible to explain the present research finding that play could boost the self-confidence of the children participating in play therapy and enhance their executive functions [31]. With the help of the high self-confidence created and the ability to interact as a result of the play, the necessary ground for creating the maximum capacity of exploitation of skills, such as attention, planning, organization, problem-solving, and creativity is provided for this type of child. According to research [32], play and the successes resulting from it can add an element of internal motivation to the learning situation. This plays a significant role in focusing and being interested in assignments and consequently increases the ability in executive functions. Some studies indicate a rise in dopamine enzyme in the child’s brain during computerized cognitive rehabilitation. Increasing the secretion of this neurotransmitter enzyme can be effective in learning, strengthening behavior, attention, executive actions and integration of sensory-motor information [35]. On the other hand, the reason for the difference in the effectiveness of computerized cognitive rehabilitation with cognitive behavioral play therapy is the method of applying the interventions; computerized cognitive rehabilitation is done individually and inhibition in this intervention is lower, and this may cause a greater impact of this intervention on executive functions [7].

Ethical Considerations
Compliance with ethical guidelines
This study was approved by the Ethics Committee of Islamic Azad University, Karaj Branch (Code: IR.IAU.K.REC.1399.071), registered by the Iranian Registry of Clinical Trials (IRCT) (ID: IRCT20240817062786N1). All ethical principles such as obtaining written informed consent from the parents of children, maintaining the confidentiality of their information, and respecting their right to leave the study were observed.

Funding
This research was extracted from the doctoral thesis of Mina Shamshiri at Islamic Azad University, Karaj Branch. This research did not receive any grant from funding agencies in the public, commercial, or non-profit sectors.

Authors contributions
Writing, preparation of the original draft, and resources: Mina Shamshiri; Conceptualization, methodology, validation, data curation, and project administration: Esmat Danesh; formal analysis and investigation: Mina Shamshiri and Esmat Danesh; Review & editing, and supervision: Nahid Havasi Somar and Arzoo Tari Moradi.

Conflicts of interest
The authors declared no conflict of interest.

Acknowledgments
The authors would like to thank all students and their parents, the Learning Disorder Center in Karaj city, and the General Department of Education in Alborz Province for their cooperation in this study.



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