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Review

Neural Mechanisms Underlying Reading Impairment in Children Learning a Second Language: A Review

1
School of Psychology and Cognitive Science, Beijing Language and Culture University, Beijing 100083, China
2
Key Laboratory of Language and Cognitive Science (Ministry of Education), Beijing Language and Culture University, Beijing 100083, China
3
National Research Center for Language and Well-Being, Shanghai 200240, China
4
National Key Laboratory of Human Factors Engineering, China Astronaut Research and Training Center, Beijing 100094, China
5
China Astronaut Research and Training Center, Beijing 100094, China
6
Center for Brain Disorders and Cognitive Sciences, School of Psychology, Shenzhen University, Shenzhen 518060, China
*
Author to whom correspondence should be addressed.
Behav. Sci. 2025, 15(10), 1382; https://doi.org/10.3390/bs15101382 (registering DOI)
Submission received: 19 August 2025 / Revised: 3 October 2025 / Accepted: 9 October 2025 / Published: 11 October 2025

Abstract

With the growing prevalence of bilingual education, second language (L2) reading impairment has garnered increasing attention. While extensive research has focused on reading impairment in the first language (L1), the neural mechanisms underlying L2 reading impairment have not been systematically and adequately explored. Neuroimaging studies have identified functional abnormalities in regions such as the occipitotemporal and temporoparietal cortices in children with L2 reading impairment. These neural patterns exhibit both commonalities and differences compared to those observed in L1 reading impairment. In this review, we summarized the neurocognitive characteristics of reading impairment in a L2 by comparing them with those in L1. Additionally, we proposed potential mechanisms driving these cross-linguistic differences and commonalities. Finally, we highlighted directions for future research to advance the neurocognitive understanding of L2 reading impairment.
Keywords: second language; reading impairment; neuroimaging; cross-linguistic; commonalities and differences second language; reading impairment; neuroimaging; cross-linguistic; commonalities and differences

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MDPI and ACS Style

Zhang, J.; Li, B.; Li, H. Neural Mechanisms Underlying Reading Impairment in Children Learning a Second Language: A Review. Behav. Sci. 2025, 15, 1382. https://doi.org/10.3390/bs15101382

AMA Style

Zhang J, Li B, Li H. Neural Mechanisms Underlying Reading Impairment in Children Learning a Second Language: A Review. Behavioral Sciences. 2025; 15(10):1382. https://doi.org/10.3390/bs15101382

Chicago/Turabian Style

Zhang, Jia, Bingkun Li, and Hehui Li. 2025. "Neural Mechanisms Underlying Reading Impairment in Children Learning a Second Language: A Review" Behavioral Sciences 15, no. 10: 1382. https://doi.org/10.3390/bs15101382

APA Style

Zhang, J., Li, B., & Li, H. (2025). Neural Mechanisms Underlying Reading Impairment in Children Learning a Second Language: A Review. Behavioral Sciences, 15(10), 1382. https://doi.org/10.3390/bs15101382

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