Abstract: Neuropsychological deficits have been found to underlie the developmental disorders of various skills. Studies conducted thus far suggest education based remedial training (EBRT) to be beneficial in overcoming the developmental skill deficits. Though, computer assisted cognitive training (CACT) has been found to be effective in enhancing various cognitive functions in cases of traumatic brain injury, stroke, schizophrenia, the effect of this intervention strategy has not been explored in helping children with specific learning disorders (SLD).The aim of the present study therefore was to examine the effectiveness of CACT when employed as an adjunct with EBRT in the management of children with Reading, Spelling and Arithmetic disorder. 10 children between the ages 8 and 15 years meeting at least one of the ICD-10 criteria for Reading, Spelling and Arithmetic disorder were sequentially assigned to either EBRT + CACT, or only EBRT. The training for both the groups was conducted in 8-12 sessions, spread over 2 months. Pre- and Post-assessment was conducted using NIMHANS SLD index. It was found that the adjunct intervention relative to EBRT was superior in augmenting various academic skills. However, these differences did not reach statistically significant level owing to smaller sample size. The use of CACT along with EBRT resulted in significant improvement in Spelling ability of the group undergoing the same. The CACT seems to have therapeutic potential in developmental disorders when combined with EBRT.