This research work was conducted to ascertain the opinion of teachers on academic achievement analysis, child-centered teaching and emotional intelligence for the care of  learning disabled primary school children in Obio-Akpor Local Government Area of River State.  The study was instrument used for data collection was titled “Child-Centered Teaching Strategies and Emotional Intelligence Inventory (CCTSEII) which was validated by experts.  Reliability of the instrument using Cronbach alpha technique yielded a value of 0.79 which suggest that the instrument possessed suitable level of reliability.  Mean and standard deviation were used to answer the research questions. Result from the study showed that learning disabilities had a negative impact on the academic achievement of primary school pupils in Obio-Akpor Local Governmental Area of Rivers State.  The result further showed that children –centered practices such as questions sand tasks that stimulate learners’ thinking beyond note memorization, as well as integration of emotional intelligence in the teaching and learning process can significantly improve the academic achievement of pupils with learning disabilities, especially dyslexia