The Bilingual Brain Research Bibliography

THE BILINGUAL BRAIN RESEARCH:  A BIBLIOGRAPHY

Compiled by Jill Kerper Mora, Ed.D.
San Diego State University

Abutalebi, J., & Green, D. W. (2008). Control mechanisms in bilingual language production: Neural evidence from language switching studies. Language and Cognitive Processes, 23(4), 557-582.

Abutalebi, J., & Green, D. (2007). Bilingual language production: The neurocognition of language representation and control. Journal of Neurolinguistics, 20, 242-275.

Altman, C., Goldstein, T., & Armon-Lotem, S. (2018). Vocabulary, metalinguistic awareness and language dominance among bilingual preschool children. Frontiers in Psychology, 9(October), 1-16

Ardila, A., & Cuetos, F. (2016). Applicability of dual-route reading models to Spanish. Psicothema, 28(1), 71-75. https://doi.org/10.7334/psicothema2015.103

Arredondo, M. M., Hu, X.-S., Satterfield, T., & Kovelman, I. (2017). Bilingualism alters children’s frontal lobe functioning for attentional control. Developmental Science, 20, e12377.

Assche, E. V., Duyck, W., & Harksuiker, R. J. (2012). Bilingual word processing in a sentence context. Frontiers in Psychology, June, 83-98. https://doi.org/10.3389/fpsyg.2012.00174

Battro, A., Dehaene, S., & Singer, W. J. (Eds.). (2011). Human neuroplasticity and education: The proceedings of the working group. October 2010 (Vol. 117). Pontificiae Academiae Scientiarvm Scripta Varia.

Bialystok, E. (2001). Bilingualism in development: Language, literacy and cognition. Cambridge University Press.

Carreiras, M., Armstrong, B. C., Perea, M., & Frost, R. (2014). The what, when, where, and how of visual word recognition. Trends in Cognitive Sciences, 18(2), 90-98. https://doi.org/10.1016/j.tics.2013.11.005

Cespón, J., & Carreiras, M. (2020). Is there electrophysiological evidence for a bilingual advantage in neural processes related to executive functions? Neuroscience and Biobehavioral Reviews, 118, 315-330.

Cevoli, B., Watkins, C., & Rastle, K. (2022). Prediction as a basis for skilled reading: Insights from modern language models. Royal Society Open Science, 9(211837), 1-12. https://doi.org/10.1098/rsos.211837

Chi-Lin, Y., Kovelman, I., & Wellman, H. M. (2021). How bilingualism informs theory of mind development. Child Development Perspectives, 15(3), 154-159.

Cohen, L., Lehéricy, S., Chochon, F., Lemer, C., Rivaud, S., & Dehaene, S. (2002). Language-specific tuning of visual cortex? Functional properites of the Visual Word Area. Brain, 125, 1054-1069.

Cuetos, F., & Suárez-Coalla, P. (2009). From grapheme to word in reading acquisition in Spanish. Applied Psycholinguistics, 30(2009), 583-601.

Dehaene, S. (2015). Aprender a leer: De las ciencias cognitivas al aula [Learning to read: From the cognitive sciences to the classroom]. Siglo Veintiuno Editores.

Dehaene, S. (2014). El cerebro lector [The reading brain]. Siglo Veintiuno Editores.

Dehaene, S. (2009). Reading in the brain: The new science of how we read. Viking Penguin.

Dehaene, S., Dupoux, E., Mehler, J., Cohen, L., Paulesu, E., Perani, D., Moortele, P.-F., Lehericy, S., & Le Bihan, D. (1997). Anatomical variability in the cortical representation of first and second language. NeuroReport, 8(17), 3809-3815.

DeLuca, V., Segaert, K., Mazaheri, A., & Krott, A. (2020). Understanding bilingual brain function and structure changes? U bet! A unified bilingual experience trajectory model. Journal of Neurolinguistics, 56, 100930.

Deniz, F., Nunez-Elizalde, A. O., Huth, A. G., & Gallant, J. L. (2019). The representation of semantic information across human cerebral cortex during listening versus reading is invariant to stimulus modality. Journal of Neuroscience, 39(39), 7722-7736.

Desmet, T., & Duyck, W. (2007). Bilingual language processing. Language and Linguistics Compass, 1/3, 168-194.

Dijkstra, T., & Van Heuven, W. J. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5(3), 175-197. https://doi.org/10.1017/S1366728902003012

Ding, N., Melloni, L., Tian, X., & Peoppel, D. (2017). Rule-based and word-level statistics-based processing of language: Insights from neuroscience. Language, Cognition and Neuroscience, 32(5), 570-575. https://doi.org/10.1080/23273798.2016.1215477

Dong, Y., Gui, S., & Macwhinney, B. (2005). Shared and separate meanings in the bilingual mental lexicon. Bilingualism: Language and Cognition, 8(3), 221-238.

Duñabeitia, J. A., & Molinaro, N. (Eds.). (2014). At the doors of lexical access: The importance of the first 250 milliseconds in reading. Frontiers in Psychology.

Dufour, R., & Kroll, J. F. (1993). Matching words to concepts in two languages: A test of the concept mediation model of bilingual representation. Memory & Cognition, 23(2), 166-180.

Ebe, A. (2008). What eye movement and miscue analysis reveals about the reading process of young bilinguals. In A. D. Flurkey, E. J. Paulson, & K. S. Goodman (Eds.), Scientific realism in studies of reading (pp. 131-149). Routledge.

Ellis, N. C. (2022). Bilingual language cognition as a complex adaptive system. Bilingualism: Language and Cognition, 1-2. https://doi.org/https://doi.org/10.1017/

Escudero, P., Mulak, K. E., Fu, C. S. L., & Singh, L. (2016). More limitations to monolingualism: Bilinguals outperform monolinguals in implicit word learning. Frontiers in Psychology, 7(1218), 1-13.

Fedeli, D., Del Maschio, N. S., Simone, Rothman, J., & Abutalebi, J. (2021). The bilingual structural connectome: Dual-language experiential factors modulate distinct cerebral networks. Brain and Language, 220(104978), 1-11.

Fedorenko, E., Blank, I. A., Siegelman, M., & Mineroff, Z. (2020). Lack of selectivity for syntax relative to word meanings throughout the language network. Cognition, 203(104348), 1-24.

Francis, W. S., Strobach, E. N., Penalver, R. M., Martínez, M., Gurrola, B. V., & Soltero, A. (2019). Word-context associations in episodic memory are learned at the conceptual level: Word frequency, bilingual proficiency, and bilingual status effects on source memory. Journal of Experimental Psychology Learning, Memory, and Cognition, 45(10), 1852-1871.

Frost, R. (2012). Towards a universal model of reading. Behavioral and Brain Sciences, 35, 263-329. https://doi.org/10.1017/S0140525X11001841

Golestani, N., Alario, F.-X., Meriaux, S., Le Bihan, D., Dehaene, S., & Pallier, C. (2006). Syntax production in bilinguals. Neuropsychologia, 44, 1029-1040.

Goodman, K., Fries, P. H., & Strauss, S. L. (2016). Reading‒The grand illusion: How and why people make sense of print. Routledge.

Gottardo, A., Chen, X., & Hau, M. R. Y. (2021). Understanding within-and cross-language relations among language, preliteracy skills, and word reading in bilingual learners: Evidence from the Science of Reading. Reading Research Quarterly, 56(S1), S371-S390.

Hauk, O., Jackson, R. L., & Rahimi, S. (2023). Transforming the neuroscience of language: Estimating pattern-to-pattern transformations of brain activity. Language, Cognition and Neuroscience, July, 1-16. https://doi.org/10.1080/23273798.2023.2226268

Heilbron, M. A., Kristijan, Schoffelen, J.-M., Hagoot, P., & de Lange, F. P. (2022). A heirarchy of linguistic predictions during natural language comprehension. PNAS Neuroscience Psychological and Cognitive Sciences, 119(32), e2201968119. https://doi.org/10.1073/pnas.2201968119

Hernández, A. E. (2009). Language switching in the bilingual brain: What next? Brain & Language, 109, 133-140.

Hoffman, P., Ralph, M. A. L., & Woollams, A. M. (2015). Triangulation of the neurocomputational architecture underpinning reading aloud. PNAS Journal Proceedings of the National Academy of Sciences, 112(28), E3719-E3728. https://doi.org/https://doi.org/10.1073/pnas.1502032112

Hoversten, L. J., & Traxler, M. J. (2020). Zooming in on zooming out: Partial selectivity and dynamic tuning of bilingual language control during reading. Cognition, 195, 104118.

Hung, Y. N. (2021). The science of reading: The eyes cannot lie. International Journal of Education & Literacy Studies, 26-31. http://dx.doi.org/10.7575/aiac.ijels.v.9n.4p.26

Jamal, N. I., Piche, A. W., Napoliello, E. M., Perfetti, C. A., & Guinevere, F. E. (2012). Neural basis of single-word reading in Spanish-English bilinguals. Human Brain Mapping, 33, 235-245.

Jasińska, K. K., Berens, M. S., Kovelman, I., & Petitto, L. A. (2017). Bilingualism yields language-specific plasticity in left hemisphere’s circuitry for learning to read in young children. Neuropsychologia, 98(2017), 34-45.

Jasinska, K. K., & Petitto, L. A. (2013). How age of bilingual exposure can change the neural systems for language in the developing brain: A functional near infrared spectroscopy investigation of syntactic processing in monolingual and bilingual children. Developmental Cognitive Neuroscience, 6, 87-101.

Karaca, F., Brouwer, S., Unsworth, S., & Huettig, F. (2021). Prediction in bilingual children: The missing piece of the puzzle. In E. Kaan & T. Gruter (Eds.), Prediction in second language processing and learning (pp. 115-137). John Benjamins Publishing Company.

Kaushanskaya, M., & Marian, V. (2007). Bilingual language processing and interference in bilinguals: Evidence from eye tracking and picture naming. Language Learning, 57(1), 119-163.

Korenar, M., Treffers-Daller, J., & Pliatsikas, C. (2023). Dynamic effects of bilingualism on brain structure map onto general principles of experience-based neuroplasticity. Scientific Reports, 2023(13), 34278. https://doi.org/10.1038/s41598-023-30326-3

Kovelman, I., Baker, S. A., & Petitto, L. (2008a). Age of first bilingual language exposure as a new window into bilingual reading development. Bilingualism: Language and Cognition, 11(2), 203-223.

Kovelman, I., Baker, S. A., & Petitto, L. (2008b). Bilingual and monolingual brains compared: A functional magnetic resonance imaging investigation of syntactic processing and a possible “neural signature” of bilingualism. Journal of Cognitive Neuroscience, 20(1), 153-169.

Kovelman, I., Norton, E. S., Christodoulou, J. A., Gaab, N., Lieberman, D. A., Trianatafyllou, C., Wolf, M., Whitfield-Gabreilli, S., & Gabrieli, J. D. E. (2021). Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia. Cerebral Cortex (April), 754-764.

Kovelman, I., Shalinsky, M. H., Berens, M., & Petitto, L. A. (2007). Shining new light on the brain’s “bilingual signature”: A functional near infrared spectroscopy investigation of semantic processing. NeuroImage, 39, 1457-1471.

Korenar, M., Treffers-Daller, J., & Pliatsikas, C. (2023). Dynamic effects of bilingualism on brain structure map onto general principles of experience-based neuroplasticity. Scientific Reports, 2023(13), 34278. https://doi.org/10.1038/s41598-023-30326-3

Kremin, L. V., Arredondo, M. M., Hsu, L. S.-J., Satterfield, T., & Kovelman, I. (2019). The effects of Spanish heritage language literacy on English reading for Spanish-English bilingual children in the US. International Journal of Bilingual Education and Bilingualism, 22(2), 192-206.

Kroczek, L. O. H., & Gunter, T. C. (2017). Communicative predictions can overrule linguistic priors. Scientific Reports, 7, 17581. DOI:10.1038/s41598-017-17907-9

Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25(5), 1-21. https://doi.org/doi:10.1080/20445911.2013.799170

Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149-174.

Li, H., Kepinska, O., Caballero, J., Zelelman, L., Marks, R. A., Uchikoshi, Y., Kovelman, I., & Hoeft, F. (2021). Decoding the role of the cerebellum in the early stages of reading acquisition. ScienceDirect, 141, 262-279. https://doi.org/10.1016/j.cortex.2021.02.033

Li, P., & Clariana, R. B. (2019). Reading comprehension in L1 and L2: An integrative approach. Journal of Neurolinguistics, 50, 94-105. https://doi.org/10.1016/j.jneuroling.2018.03.005

Li, P., & Grant, A. (2015). Second language learning success revealed by brain networks. Bilingualism: Language and Cognition, 19(4), 657-664.

Liversedge, S. P., Blythe, H., & Drieghe, D. (2012). Beyond isolated word recognition. Behavioral and Brain Sciences, 35(5), 293-294.

Marks, R. A., Eggleston, R. L., Sun, X., Yu, C.-L., Zhang, K., Nickerson, N., Hu, X.-S., & Kovelman, I. (2022). The neurocognitive basis of morphological processing in typical and impaired readers. Annals of Dyslexia, 72, 361-383.

Marks, R. A., Satterfield, T., & Kovelman, I. (2022). Integrated multilingualism and bilingual reading development. In J. MacSwan (Ed.), Multilingual perspectives on translanguaging (pp. 201-223). Multilingual Matters.

Martin, C. D., Thierry, G., Kuipers, J.-R., Boutonnet, B., Foucart, A., & Costa, A. (2013). Bilinguals reading in their second language do not predict upcoming words as native readers do. Journal of Memory and Language, 69, 574-588.

Mazoyer, B. M., Tzourio, N., Frak, V., Sytota A, Murayama, N., Levrier, O., Salamon, G., Dehaene, S., Cohen, L., & Mehler, J. (1993). The cortical representation of speech. Journal of Cognitive Neuroscience, 5(4), 467-479.

McMillen, S., Jarmulowicz, L., Mackay, M. M., & Oller, D. K. (2020). Rapid shift in naming efficiency on a rapid automatic naming task by young Spanish-speaking English language learners. Applied Pscyholinguistics, 41, 847-872.

Mohr, K. A. J., Juth, S. M., Koblmeier, T. L., & Schreiber, K. E. (2018). The developing bilingual brain: What parents and teachers should know and do. Early Childhood Education Journal, 46, 11-20.

Olulade, O. A., Jamal, N. I., Koo, D. S., Perfetti, C. A., & LaSasso, C. (2016). Neuroanatomical evidence in support of the bilingual advantage theory. Cerebral Cortex, 26(July), 3194-3204.

Paradis, M. (1997). The cognitive neuropsychology of bilingualism. In A. De Groot & J. F. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistic prespectives (pp. 33–354). Lawrence Erlbaum.

Patterson, J. L., & Pearson, B. Z. (2022). Bilingual lexical development, assessment, and intervention. In B. A. Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speakers (Third ed., pp. 119-148). Brookes Publishing.

Paulson, E. J. (2008). Miscues and eye movements: Functions of comprehension. In A. D. Flurkey, E. J. Paulson, & K. S. Goodman (Eds.), Scientific realism in studies of reading (pp. 247-264). Routledge.

Pavlenko, A. (2000). New approaches to concepts in bilingual memory. Bilingualism: Language and Cognition, 3, 1-36.

Peña, E. D., Kester, E. S., & Sheng, L. (2022). Semantic development in Spanish-English bilinguals. In B. A. Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speakers (Third ed., pp. 149-170). Brookes Publishing.

Penfield, W. (2008). An anatomy of language Learning. Orbit (Toronto), 37(2/3), 8-14.

Penfield, W., & Roberts, L. (1959). Speech and brain mechanisms. Princeton University Press.

Petitto, L. A. (2009). New discoveries from the bilingual brain and mind across the life span: Implications for education. Mind, Brain and Education, 3, 185-197.

Perfetti, C. A., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22-37.

Poarch, G. J., van Hell, J. G., & Kroll, J. F. (2015). Accessing word meaning in beginning second language learners: Lexical or conceptual mediation? Bilingualism: Language and Cognition, 18(3), 357-371.

Potter, M. C., Kwok-Fai, S., Von Eckardt, B., & Feldman, L. B. (1984). Lexical and conceptual representation in beginning and proficient bilinguals. Journal of Verbal Learning and Verbal Behavior, 23, 23-38.

Quinn, J., Goldrick, M., Arnett, C., Ferreira, V. S., & Gollan, T. H. (2025). Syntax drives default language selection in bilingual connected speech production. Journal of Experimental Child Psychology: Learning, Memory, and Cognition, 51(6), 968-985.

Rastle, K. (2012). Rethinking phonological theories of reading. The Behavioral and Brain Sciences, 35(5), 303-304. https://doi.org/10.1017/s0140525x12000246

Reyes, M., Morales, M. J., & Bajo, M. T. (2024). Self-regulated learning strategies in L1 and L2 reading. Bilingualism: Language and Cognition, 1-18. https://doi.org/10.1017/S1366728924000683

Roxbury, T., McMahon, K., & Copland, D. (2014). An fMRI study of concreteness effects in spoken word recognition. Behavioral and Brain Function, 10(34), 1-14.

Schwartz, A. I., & Kroll, J. F. (2006). Bilingual lexical activation in sentence context. Journal of Memory and Language, 55(2006), 197-212.

Schwartz, A. I., Kroll, J. F., & Diaz, M. (2007). Reading words in Spanish and English: Mapping orthography to phonology in two languages. Language and Cognitive Processes, 22(1), 106-129.

Share, D. L. (1995). Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition, 55, 151-218.

Sharwood Smith, M. (2021). The cognitive status of metalinguistic knowledge in speakers of one or more languages. Bilingualism: Language and Cognition, 24, 185-196. https://doi.org/10.1017/S1366728920000371

Sharwood Smith, M., & Truscott, J. (2014). The multilingual mind: A modular processing perspective. Cambridge University Press.

Sheriston, L., Critten, S., & Jones, E. (2016). Routes to reading and spelling: Testing the predictions of dual-route theory. Reading Research Quarterly, 51(4), 403-417.

Strauss, S. L., Goodman, K. S., & Paulson, E. J. (2009). Brain research and reading: How emerging concepts in neuroscience support a meaning construction view of the reading process. Educational Research and Review, 4(2), 021-033.

Strauss, S. L., & Altweger, B. (2007). The logographic nature of English alphabetics and the fallacy of direct intensive phonics instruction. Journal of Early Childhood Literacy, 7(3), 299-319. https://doi.org/10.1177/1468798407083664

Sulpizio, S., Del Maschio, N., Fedeli, D., & Abutalebi, J. (2020). Bilingual language processing: A meta-analysis of functional neuroimaging studies. Neuroscience and Biobehavioral Reviews, 108, 834-853.

Taylor, J. S. H., Rastle, K., & Davis, M. H. (2013). Can cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies. Psychological Bulletin, 139(4), 966-791. https://doi.org/10.1037/a0030266

van Heuven, W., & Dijkstra, T. (2010). Language comprehension in the bilingual brain: fMRI and ERP support for psycholinguistic models. Brain Research Reviews. https://doi.org/10.1016/j.brainresrev.2010.03.002

Wagley, N., Marks, R. A., Bedore, L. M., & Kovelman, I. (2022). Contributions of bilingual home environment and language proficiency on children’s Spanish-English reading outcomes. Child Development, 93, 881-899.

Weissberger, G. H., Gollan, T. H., Bondi, M. W., Clark, L. R., & Wierenga, C. E. (2015). Language and task switching in the bilingual brain: Bilinguals are staying, not switching, experts. Neuropsychologia, 66, 193-203.

Wong, B., Yin, B., & O’Brien, B. (2016). Neurolinguistics: Structure, function, and connectivity in the bilingual brain. BioMed Research International, Article ID 7069274, 22. https://doi.org/http://dx.doi.org/10.1155/2016/7069274

Worthy, J., Nuñez, I., & Espinoza, K. (2016). “Wow, I get to choose now!” Bilingualism and biliteracy development from childhood to young adulthood. Bilingual Research Journal, 39(1), 20-34.

Zadina, J. N. (2015). El papel emergente de la neurociencia educativa en la reforma de la educación [The emerging role of educational neuroscience in education reform]. Psicología Educativa, 21, 71-77.

Zhou, W., Cui, X., Shi, B., Su, M., & Cao, M. (2021). The development of brain functional connectome during text reading. Developmental Cognitive Neuroscience, 48, 100927.