본 연구의 목적은 뇌성마비 학생의 학교급별 읽기와 쓰기 능력 특성을 각 하위요소별로 보다 구체적으로 밝히고, 뇌성마비 학생의 읽기와 쓰기 능력이 일반 학생에 대한 연구에서처럼 서로 밀접하게 관계되어 있는가를 파악하며, 이러한 읽기 쓰기 능력이 뇌성마비 학생의 학교생활만족도에 어떠한 영향을 미치는가를 알아보고자 하는 데 있다. 연구대상은 초등학교 4학년부터 중학교 3학년까지인 한 지체장애 특수학교의 뇌성마비 학생 20명과 일반학교 특수학급의 뇌성마비 학생 2명(초등학생 1명, 중학생 1명)이었다. 연구 결과 뇌성마비 학생들은 일반학생들에 비해 낮은 읽기와 쓰기 수행정도를 보였는데, 읽기능력의 하위요소 중 음독능력은 초등학생에 비해 중학생이 높게 나타났다. 그러나 쓰기능력에서는 학교급간 차이가 없었다. 뇌성마비 학생의 읽기와 쓰기의 상관관계는 초등학생과 중학생 모두 매우 높은 정적 상관관계가 있었으며, 읽기와 쓰기 능력이 뇌성마비학생의 학교생활만족도에 미치는 영향력을 살펴본 결과, 읽기에서는 낱말이해력이, 쓰기에서는 표기능력이 학교 전반적 만족도와 관련이 있는 것으로 나타났다.The purpose of this study was to find the feature of reading and writing skill of students with cerebral palsy and analyze the relationship between reading skill and writing skill and the effect of them on the school satisfaction of students with cerebral palsy. The subject of this study were 20 students with cerebral palsy who are from fourth to ninth grade. 18 students attended a special school and two students attended resource room in a general school. The results of this study were as follows: First, reading and writing abilities of students with cerebral palsy was lower than general students. And it was remarkable in the writing ability specially. Second, in the reading abilities of students with cerebral palsy, specially the strait reading, middle school students was higher than elementary school students. And there was not a difference between middle and elementary school students in the writing abilities. It means there is a little development of writing abilities in the middle school. So, it needs some new strategy for developing of the writing skill for students with cerebral palsy. Third, there was high relationship between reading skill and writing skill. So, reading should be taught with writing. Fourth, the word comprehension and orthography abilities effected on the school satisfaction of students with cerebral palsy. So, it needs the study and develop to advance the abilities.