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Developmental differences in L1 and L2 text comprehension: An ERP study.

Ana I Pérez¹, Nuria Montoro¹, Almudena Ortega¹

¹University of Granada, Spain.

Brain and Language

|September 28, 2025

Summary

This summary is machine-generated.

Bilingual children and adolescents show differences in text comprehension monitoring. While adolescents struggle with inferential text revision in a second language, children face challenges in both languages.

Keywords:

Bilingual children and adolescents Developmental differences Inferential monitoring Inferential revision Text comprehension

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Area of Science:

Cognitive Science
Developmental Psychology
Linguistics

Background:

Text comprehension involves complex cognitive processes.
These processes can be more challenging for young readers, particularly in a non-native language.
The impact of bilingualism on text comprehension, especially for young learners, is an under-researched area.

Purpose of the Study:

To investigate text comprehension monitoring in early sequential bilingual children and adolescents.
To examine how language (native vs. non-native) and inference type affect comprehension.
To explore the interplay between developmental stage and bilingualism in revising situation models during reading.

Main Methods:

Presented narratives in native (L1-Spanish) and second (L2-English) languages to children and adolescents.
Assessed comprehension monitoring through processing times for literal and inferential information.
Utilized event-related potentials (ERPs), specifically N400 and P600, to analyze semantic integration and reanalysis.

Main Results:

Slower comprehension monitoring in L2, especially for inferential content.
Adolescents integrated alternative concepts into their situation model only in L1, not L2.
Children struggled with semantic integration in both L1 and L2.
Both children (in L1) and adolescents (in L1 and L2) showed semantic reanalysis (P600 effect).

Conclusions:

Text comprehension monitoring and situation model revision are complex processes influenced by both age and bilingualism.
Adolescents demonstrate better L1 comprehension revision than L2, while children face difficulties in both languages.
Findings highlight a nuanced interaction between cognitive development and language experience in reading comprehension.