Abstract

This study investigated the influence of socio-economic status of parents and parental involvement on the reading performance of children with mild intellectual disability in Ibadan, Oyo state, Nigeria.The study adopted a descriptive research design of the correlational type. Twenty seven family members and twenty six children with mild intellectual disability as participants were purposively selected. Four research questions were raised and answered at significant level of 0.05. The instruments used were questionnaire and an achievement test to determine the reading ability of children with mild intellectual disability. The questionnaire had a general co-efficient alpha of 0.85 while the achievement test on reading had an alpha value of 0.74. Inferential statistics of Multiple regression was used as a method of data analysis. The findings revealed that there was no significant relationship between parental involvement, socio-economic status and reading performance of children with mild intellectual disability. It is therefore recommended that other variables not considered in this study should be looked into when dealing with reading performance of children with mild intellectual disability in Ibadan, Nigeria.