ArticleFrontiers in psychology2025
Enhancing reading skills in at-risk students: the combined effects of smartphone format, cardiac coherence, positive feedback, and interest-based personalization.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Illiteracy remains a persistent challenge in disadvantaged educational contexts, particularly within Priority Education Network (REP+) schools in Martinique (French West Indies)-a designation in the French educational system for schools located in highly underserved socioeconomic areas requiring additional pedagogical support. This study explores the effects of four pedagogical strategies-smartphone-like formatting, cardiac coherence breathing (an emotional regulation technique), positive feedback, and interest-based text personalization-on reading fluency, comprehension, motivation, and self-esteem in at-risk students. Methods: A total of 120 students from CM1 to 3e participated across four intervention conditions. Data on reading fluency, comprehension, motivation, and self-esteem were collected and analyzed using paired samples Results: Each intervention produced significant improvements in one or more outcomes, and all improvements were statistically significant ( Conclusion: The findings highlight the independent value of cognitive, emotional, and motivational levers in literacy interventions for vulnerable learners.
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