This study examined the reading accuracy of dyslexic readers in comparison to chronological agematched normally progressing readers in Hindi and English using word reading tasks, matched for spoken frequency of usage, age of acquisition, imageability, and word length. Both groups showed significantly greater reading accuracy in Hindi than in English. For normally progressing readers, spoken frequency of usage had no significant effect in Hindi and a significant effect in English, whereas for dyslexic readers it had a significant effect in both languages. In Hindi, normally progressing readers produced only nonword errors; dyslexic readers produced a far greater percentage of nonword than word errors. In English, normally progressing readers produced greater percentage of word than nonword errors, whereas dyslexic readers produced greater percentage of nonword than word errors. Results are discussed in terms of orthographic transparency, sublexical, and lexical reading strategies.Unlike English-speaking countries like Great Britain, the United States, and Australia, colonialism in developing countries such as India has given rise to multilingual or at least bilingual people who, in addition to their native/first language, can converse in English as well. India is a multilingual society that has 14 languages recognized by the constitution, with Hindi as the national language and English as the second language. In metropolitan cities like Delhi, English plays an important role in everyday life, as many educational institutions follow English as a medium of instruction. With bilingualism being such a common phenomenon, it would be interesting to study the reading accuracy in the two languages (English and Hindi), which differ in overall orthographic transparency. The present study endeavors to examine the Hindi and English word-reading accuracy of bilingual normally progressing and dyslexic readers to understand the nature of reading strategies adopted by them as a consequence of different degrees of transparency of English and Hindi orthographies.

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Purpose: The study examined the differing perceptions of professionals and the public (non-professionals) regarding life success for adults with learning disability (LD).Method: The sample (N = 342) consisted of 175 professionals (P) and 167 non-professionals (NP), with a mean age of 30.02 years and S.D. = 12.42 years. Their perceptions about life success of an individual with learning disability were studied with the help of four vignettes that provided hypothetical information about the age, class, and hobbies of a college student. The four vignettes were identical in describing the student and only differed in terms of gender (M and F), and presence and absence of learning disability (LD and NLD).Results: No significant difference was found between attitudes held by professionals and non-professionals. Both the groups showed significantly greater negative attitudes about perceived life success for adults with learning disability than for those without learning disability. The results have been discussed with the help of social psychological theories in the areas of attitude, bias, and stigmatization.Conclusion and Implications: It is clear that a negative bias exists toward individuals with learning disability in the urban Indian milieu. The fact that not only the public but also professionals were biased against individuals with learning disability regarding their life success implies that negative stereotypes are deeply embedded. This research may provide the impetus to address issues like prevalence of stigma against learning disability in society, its effective attenuation as well as equality and inclusion for individuals with learning disability.