The purpose of this study was to assess school psychologists' knowledge of dyslexia interventions and basic language constructs. Participants' total levels of knowledge from these two areas were examined to determine if significant differences in dyslexia knowledge and definitional knowledge related to degree level, taking a graduate literacy course, and years of work experience. Study results found that participants had relatively strong knowledge of interventions and constructs regarding systematic phonics instruction. Participants also maintained some inaccurate knowledge, particularly that which related to using visual interventions. Of the analyzed factors, only years of experience related to overall level of knowledge; participants with 20 or more years of experience outperformed those with 5 or less years of experience. Implications for practice revolve around improving training on the topic for school psychologists, both during graduate school and through ongoing professional development. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]