Educator expertise is urgently needed in supporting young children displaying early markers of dyslexia; yet, there remains an abundance of neuromyths associated with dyslexia that need remediation in order to provide effective interventions. Thus, the purpose of this study was to determine kindergarten through Grade two educators' baseline ability to recognize and address early markers of dyslexia, including the existence of commonly held neuromyths. Using these data and the latest cognitive neuroscience advancements, professional learning was designed to empower educators to provide targeted direct instruction and intervention at the most impactful time within a child's literacy development. Two world-renowned cognitive neuroscientists--Dr. Joanna Christodoulou and Dr. Nadine Gaab--provided direct instruction and consultation throughout this study. Quantitative data analysis showed that professional learning resulted in statistically significant improvement in educators' knowledge and substantially mitigated commonly held neuromyths. Furthermore, qualitative data demonstrated exceptional growth in new educator knowledge, improved classroom practice, and enhanced self and collective efficacy that directly impacts student learning. Ultimately, affording multiple professional learning experiences such as those provided through this study will improve expertise and impact the trajectory of fragile literacy learners displaying early markers of dyslexia. This study serves as a valuable model for replication across school districts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]