Objective: The aim of this study is to determine the prevalence of pupils at risk of dyslexia in preschool in the Hulu Langat district, Selangor. Design: Learning is the process of acquiring new knowledge, skills or attitude. Specific learning disability refers to a disorder in one or more of the fundamental psychological processes. Early identification of pupils at risk for dyslexia is possible as early as preschool in order to prevent delays that may arise in negative consequences and adverse effects of dyslexia at the school level. Materials and Methods: A cross-sectional study conducted on 127 of six years olds preschoolers who attending preschool using the systematic random sampling. This research employed a 'Dyslexia Screening Test-Junior' instrument, which consists of 12 constructs and categorised based on their scores ranging from very highly at risk, highly at risk, at risk, normal performance, and exceeding normal performance. Results: The prevalence study revealed 7% of pupils at risk of dyslexia, with most falling in “very highly at-risk” category. Discussions: This indicates the vital importance of early identification in determining the prevalence of dyslexia risks among preschoolers. Conclusions: Furthermore, early detection and intervention have a significant impact on students, teachers, and other professionals.

Introduction: Teachers play a vital role in identifying students with dyslexia. The acquisition of this knowledge will help teachers to classify students who are at risk of dyslexia. The objective of this study is to identify the level of teachers’ knowledge about dyslexia that comprises of its general knowledge, diagnosis, symptoms and treatments. A cross sectional study was done upon 138 preschool teachers. This research was conducted by using ‘Knowledge and Beliefs about Developmental Dyslexia’ questionnaire, which consists of 36 items with 3 Likert scale questions. Findings revealed that the level of general knowledge possessed by the pre-school teachers was relatively different based on the construct even though they have respectively received the Diploma in Early Childhood Education. On the same hand, most of the respondents were found to be having higher understanding on the general knowledge about dyslexia compared to their understanding on the symptoms, diagnosis and the treatments. Keywords: Preschool, dyslexia, knowledge, preschool teacher