摘要：In almost all the schools in our neighborhood in Indore, India, children in preschool and primary school classes (age 3 to 10 yrs^ taught to read and write Hindi and English languages simultaneously, while themother tongue is Hindi. and English teachers for year 7 and 8 (class 2 and 3) were asked to identify pupilswho are at least one year behind their expected reading level. 16 children out of 150 were identified and fiirther tested by neuropsychologists in both languages by (i) reading aloud of word lists (ii) non-word reading (iii) word finding (iv) oral spelling comprehension (v) spelling aloud (vi) word non-word judgment (vii) reading of irregular words (viii) homophone judgment. (The last two in English only because there are no such features in Hindi-Devnagri script.) It was expected that dyslexic difficulty would be more common and severe in English and diferent in the two languages due to difèrent orthography and the feet that the Devnagari script fcr Hindi has strict and transparent grapheme-phoneme correspondeance in contrast to Roman for English. The results however revealed nearly equal prevalence and severity of dyslexia The patterns of errors were also comparable. Two subjects were fiirther identified and examined in detail because of relatively pure forms of surfece dyslexia and phonological dyslexia.
