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ABSTRACT
This study was set out to investigate the knowledge of early childhood teachers about dyslexia and its interventional strategies in Benin City. To this end three research questions were generated and two hypotheses formulated. The researcher employed the descriptive survey research Design. The sample for the study comprised 100 early childhood teachers selected through purposive sampling technique. The instruments for data collection were multiple choice, and alternative response test questions and a questionnaire on demographic data of respondents. The instruments were validated by three experts, comprising a health educator, measurement and evaluating officer and an early childhood literacy educator. For the internal consistency of the instrument, test of reliability was established with Cronbach Alpha which yields a coefficient of 0.78.
