Learning to read in one's mother tongue and learning to read in a second or foreign language are two different processes because they involve different levels of language familiarity, vocabulary knowledge, cultural understanding, and linguistic competence. In the mother tongue, children usually acquire listening and speaking skills naturally before entering school. They are already familiar with the sounds, words, sentence patterns, and meanings used in daily communication. As a result, learning to read mainly involves connecting spoken language with written symbols. In contrast, learning to read in a second or foreign language requires learners to understand unfamiliar sounds, vocabulary, grammar, and cultural references while simultaneously developing reading skills. One major difference is language familiarity. A child learning to read in the mother tongue already understands the language used in books and classroom communication. For example, an English-speaking child learning to read English recognizes common words such as "dog," "mother," and "house" from everyday conversations. Reading these words becomes easier because the meanings are already known. However, an Indian child learning to read English as a second language may first need to understand what these words mean