Reducing Cognitive Load and Enhancing Reading Fluency in Disadvantaged Schools: Effects of Smartphone-Based Text Format and Cardiac Coherence Training

Reading difficulties remain a major barrier to academic success in socioeconomically disadvantaged educational settings, particularly within REP+ (Priority Education Plus) schools in French overseas territories such as Martinique. Building on psychological theories of cognitive load, emotion regulation, and self-efficacy, this study investigates the effects of two neuroeducational interventions designed to enhance reading fluency and comprehension: (1) the use of smartphone-formatted texts to reduce extraneous cognitive load, and (2) cardiac coherence training to foster emotional self-regulation and attentional control. A total of 120 students aged 9 to 15 were randomly assigned to a 2×2 factorial design combining these two interventions. Pre- and post-intervention assessments showed significant improvements in words per minute (WPM), comprehension scores, and error rates, with the strongest effects observed in the combined intervention group. These findings highlight the potential of low-cost, classroom-embedded strategies that target both cognitive efficiency and emotional readiness to support literacy development and psychological engagement among disadvantaged learners. The study contributes to educational psychology by demonstrating how integrating cognitive ergonomics and self-regulatory practices can foster academic resilience in vulnerable student populations.