The purpose of this study was to investigate the relationship between literacy and cognitive - linguistic variables of infants with cerebral palsy. The subjects of the study were 20 children with cerebral palsy and 20 children with cerebral palsy. The children with cerebral palsy are the children who want to take care of children with disabilities in Gwangju and Chonnam area and the language therapy room. General infants come to a daycare center in Gwangju, And language age and Raven score. The language age of the infants with cerebral palsy is 45.28 months and the language age of the infants is 46.00 months. RAVEN, PRES, basic learning function test, phonological awareness test, TVPS-R and REVT were performed as research tools. First, cerebral palsy and reading, writing, elimination of syllable, centuries of syllable, accepting vocabulary, and expressive vocabulary were different among the groups. Second, correlations between literacy and cognitive - linguistic variables of children with cerebral palsy were found to be correlated with all variables. In addition, the correlation between literacy and cognitive - linguistic correlations of general infants was found to be correlated except for visual perception variables. Third, the syllable elimination, phonemic discrimination, visual discrimination, and accepting vocabulary were the best explanations for the reading ability of the whole infant. Visual prosodic variables were visual discrimination, formal consistency, receptive vocabulary and expressive vocabulary. Therefore, the variables that explain the literacy of children with cerebral palsy are phonological awareness, visual perception, and vocabulary.