cademic success in the digital age is increasingly linked not onl y with s tudents’ tech nological expertise, but, eve n more important, with their mastery of such processes as goal setting, planning, prioritizing, organizing, shifting flexibly, holding/manipulating information in working memory, and self-monitoring. Collectively, these are termed executive function processes. From the elementary grades onward, these executive function processes affect many academic areas and are critically important for reading comprehension, written language, math problem solving, long term projects, studying, and taking tests. These processes are not taught systematically in schools and are not a focus of the curriculum, which typically emphasizes competency and efficiency in the traditional “three R ’s”—reading, writing, and arithmetic (Meltzer, 2010). Due to clarified role of executive function in academic achievement, it has become increasingly important for classroom teachers to teach strategies that address executive function processes systematically, in order to help students understand how they think and how they learn. The aim of this study was to evaluate the effectiveness of executive function (working memory, planning and prioritization, Emotional Self- Regulation, organizing, Self-Monitoring and Self-Checking) training based on Meltzer model and neuro-feedback on promoting academic performance of normal students. Method: In a pseudo-experimental design pretest-posttest with control group, 36 boy students were selected with simple random sampling and placed randomly in three groups of twelve: training and neuro-feedback group, training group alone and control group. *Correspondingauthor.E-mail address: mashhadi@um.ac.ir th The training and neuro-feedback group and training alone group participated in 16 executive function sessions based on Meltzer model. In addition to that training, training and neuro-feedback group participated in 8 session trainings of neuro-feedback, and control group was placed in the waiting list. Results: The results indicate a significant improvement in academic performance of students participating in training session’s executive function than control group. G roups’ comparison showed significantly greater academic performance in training and neuro-feedback group than training group alone. Conclusion: This study showed that executive function (working memory, planning and prioritization, Emotional SelfRegulation, organizing, Self-Monitoring and Self-Checking) training based on Meltzer model along with neuro-feedback can improve academic performance of students in the areas of planning, organizing, emotional self-regulation, selfchecking, lack of control over the outcome and motivation.

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