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: Food safety remains a critical public health concern, particularly among school children, as evidenced by escalating instances of foodborne illnesses globally. Despite various efforts, there is a need to assess and enhance knowledge about food safety practices among secondary school students. This study aims to assess the food safety knowledge of secondary school students in the East Coast of Malaysia. Methods: A cross-sectional study was conducted at a secondary school in Kelantan, East Coast, Malaysia. Data were collected through a self-administered questionnaire involving 82 students aged 13 to 17 years. The questionnaire covered socio-demographic information, food safety knowledge, and hygiene practices. Statistical analysis was performed using SPSS, employing descriptive statistics. Results: The study revealed varying levels of food safety knowledge among students. While many demonstrated awareness of certain practices, gaps existed, particularly in recognizing symptoms of food poisoning. Fast food restaurants were identified as the most common locations for students. The majority recognized preventive measures but exhibited misconceptions in certain areas, emphasizing the importance of comprehensive education. The findings highlight the critical role of students as both consumers and potential future food handlers. The study aligns with global concerns regarding foodborne illnesses, highlighting the imperative for systematic and targeted food safety education for this age group and stressing the significance of promptly recognizing and addressing symptoms of foodpoisoning. Conclusion: The results provide valuable insights for public health practitioners, educators, and policymakers to develop effective strategies for preventing foodborne illnesses in schools and promoting a culture of food safety.

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