Neuroscience Research on Literacy and Biliteracy: A Bibliography

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

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

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.

Binder, J. R., Medler, R. D., Conant, L. L., & Liebenthal, E. (2005). Some neurophysiological constraints on models of word naming. Neuroimage, 27(2005), 677-693. https://doi.org/10.1016/j.neuroimage.2005.04.029

Bowers, J. S., & Bowers, P. N. (2017). Beyond phonics: The case for teaching children the logic of the English spelling system. Educational Psychologist, 52(2), 124-141. https://doi.org/10.1080/00461520.2017.1288571

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

Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading acquisition from novice to expert. Psychological Science, 19(1), 5-51. https://doi.org/10.1177/1529100618786959

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

Coltheart, M. (2006). Dual route and connectionist models of reading: An overview. London Review of Education, 4(1), 5-17.

Compton-Lilly, C. F., Mitra, A., Guay, M., & Spence, L. K. (2020). A confluence of complexity: Intersections among reading theory, neuroscience and observations of young readers. Reading Research Quarterly, 55(S1), S185-S195. https://doi.org/10.1002/rrq.348

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., & Dehaene-Lambertz, G. (2016). Is the brain prewired for letters? Nature Neuroscience, 19(9), 1192-1193.

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.

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

Dunabeitia, 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.

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

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

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

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

Hruby, G. G. (2012). Three requirements for justifying an educational neuroscience. British Journal of Educational Psychology, 82, 1-23.

Hruby, G. G., & Goswami, U. (2011). Neuroscience and reading: A review for reading education researchers. Reading Research Quarterly, 46(2), 156-172.

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.

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.

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

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.

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.

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.

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.

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.

Perkins, K., & Zhang, L. J. (2024). The effect of first language transfer on second language acquisition and learning: From contrastive analysis to contemporary neuroimaging. RELC Journal, 55(1), 162-178.

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

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.

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

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. (2005). The linguistics, neurology, and politics of phonics: Silent “E” speaks out. Lawrence Erlbaum.

Strauss, S. L. (2013). We need a paradigm shift in research on reading and dyslexia: Fundamental problems with fMRI studies of written language processing. Journal of the Neurological Sciences, 333, e579-e628.

Strauss, S. L. (2010). Neuroscience and dyslexia. In A. A. McGill-Franzen, Richard L. (Ed.), Handbook of reading disability research (pp. 79-90). Routledge Taylor & Francis Group.

Strauss, S. L. (2005). The linguistics, neurology, and politics of phonics: Silent “E” speaks out. Lawrence Erlbaum.

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.

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

Yaden, D. B., Reinking, D., & Smagorinsky, P. (2021). The trouble with binaries: A perspective on the Science of Reading. Reading Research Quarterly, 56(S1), S119-S129.

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.