Introduction and Purpose: Undoubtedly, reading is the most important and complex educational activity for children with specific learning disorder characterized by reading difficulties. One of the key cognitive components that affects reading performance is working memory functions. Therefore, the aim of this study was to examine the effectiveness of a cognitive empowerment package based on visual, auditory, and verbal processing on working memory in students with specific learning disorder characterized by reading difficulties.

Method: The statistical population of this semi-experimental study consisted of all elementary school students aged 8 to 12 years with specific learning disorder characterized by reading, in the academic year 1403 (2024–2025). Thirty students were selected and randomly assigned to two groups: experimental (n = 15) and control (n = 15). The instruments used included the Working Memory Test by Susan Pickering and Susan Gathercole (2001) and the Dyslexia Test by Karami Nouri and Moradi (2005). In addition, the researcher-developed educational package was designed based on semi-structured interviews with experts in this field. Data analysis and comparison of means were performed using repeated measures analysis of covariance (ANCOVA).

Findings: Results showed that the follow-up scores of working memory were statistically significant at the alpha level, considering the impact of the cognitive empowerment package, with an effect size of 0.62. Also, the interaction effect of time and group was significant, indicating that the changes in working memory scores over time differed significantly between the experimental and control groups.

Conclusion: Overall, it can be stated that the difference between the two groups in working memory scores was statistically significant. Therefore, it can be concluded that the cognitive empowerment package based on visual, auditory, and verbal processing effectively improved students’ working memory scores over time to a desirable level.