The current study investigates the impact of an educational program based on cognitive neuroscience on developing reading comprehension skills among second-grade students in the Kingdom of Saudi Arabia. To achieve this objective, the researchers employed a quasi-experimental design, selecting a sample of 59 students from Princess Nora bint Abdulrahman Al Saud School for Girls and AlMadinah Al-Jamia Educational School for Boys, both under the supervision of the Education Directorate in Najran region. The sample was divided into two groups: 30 students in the experimental group and 29 in the control group. The researchers developed two instruments: a cognitive neuroscience-based educational program and a written test. After ensuring their validity and reliability, these instruments were administered to the study participants. The results revealed statistically significant differences in favor of the experimental group, while no significant differences were found based on gender or the interaction between gender and group. In light of the results, the researchers provided a set of recommendations.