The study addressed how a NeuroReading-based teaching model through an educational Inequality context (Neuro-RI model) can be designed and evaluated to enhance attention, working memory, and reading skills in disadvantaged contexts. This study designed and developed the Neuro-RI model to enhance attention, working memory, and Thai reading skills among sixth-grade students in disadvantaged contexts. Conducted using the Educational Design Research (EDR) methodology, the study comprised three phases: analysis and exploration of stakeholder perspectives; model design and construction; and model evaluation and reflection. Data was collected through focus group discussions with 73 stakeholders, including students, parents, and educational professionals, and the model was piloted with 23 students. Additionally, the model was implemented with another group of 23 students. The quantitative assessment used repeated measures of attention, working memory, and reading skills, while qualitative data collected through structured observations and focus groups were analyzed via content analysis. Findings demonstrated significant improvements in attention, working memory, and reading skills, affirming the model's effectiveness in addressing cognitive gaps common in disadvantaged settings. Additionally, the study highlighted challenges tied to educational inequality and minimal access to cognitive development resources in under-resourced environments. This research underscores the Neuro-RI model's potential as a neuroscience-informed, strategic teaching approach to support equitable cognitive and reading skill development across diverse educational contexts. The model's adaptability offers promise for broader implementation, with significant implications for reducing educational disparities and promoting equity in learning outcomes. The findings of this study demonstrate that the Neuro-RI model is effective in enhancing attention, working memory, and Thai reading skills among Grade 6 students in educationally disadvantaged contexts in Thailand. These results should be interpreted primarily within the specific sociocultural, economic, and policy conditions of the Thai educational system. Caution is therefore warranted in extending the findings beyond this context. While the Neuro-RI model may offer conceptual insights into other high-inequality settings, such transferability should be regarded as theoretical rather than empirical and requires further context-sensitive investigation. From an EDR perspective, the Neuro-RI model is best understood as a context-responsive design case that contributes locally grounded design knowledge rather than a universally generalized intervention. • The Neuro-RI innovative model enhances attention, memory, and reading for underprivileged students. • The study uses Educational Design Research (EDR) to tailor the model to Thai educational needs. • Sequential neurological strategies improve language and cognitive ability skills. • Significant improvements observed in attention, working memory, and reading skills. • Model provides scalable solutions of a modified neuroreading approach for equitable education in low-resource settings.
Winitsiri et al. (Wed,) studied this question.