本文旨在回顧與評析中、英文兒童字詞辨識的腦顯影與眼球移動研究，以期有系統的描繪出不同閱讀文字系統兒童的認知歷程與大腦運作情形。同時，本文也對未來研究的可行方向提出建言，並討論認知神經科學研究對教育上的意義。

The purpose of this review was to investigate the developmental changes in Chinese-English bilingual children's word recognition. Moreover, we provided some constructive suggestions and plausible research directions to future researchers. Educational implications for cognitive studies in bilingual reading were also discussed.