Fostering and nurturing young children with good social-emotional skills are vitally important. Previous studies indicated a positive correlation between young children’s social-emotional skills and their future success. Hence, preschool teachers as children’s first educator play an important role in fostering and nurturing positive social-emotional development in young children. It is pivotal to ensure preschool teachers have vast knowledge and skills on social-emotional learning, hence capable to promote social-emotional learning. As such, this research aims to examine preschool teachers’ knowledge and practice regarding social-emotional learning. This is a quantitative study with a survey research design..

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Autism is one of the categories of those who have a risk of reading problems. This study aims to find out the improvement of Malay language basic reading skills using Reading Module for Children with Disability for three students with non-verbal Autism using single-subject design. Subjects who received intervention at a learning centre for children with Autism The reading module is applied using a phonic and sight words method. The intervention was provided 25 sessions, every day. The teaching strategies in this module are errorless learning and scaffolding. There are three (3) practices provided for each sub-unit and flash cards in this module. In the early stage, all subjects are nonverbal and were not yet master the Malay language reading skills. These single-subject design cases illustrate that reading skill interventions may be effective for early intervention, no behavior problems and verbal Autism and warrant further testing.  ..

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