This study examines early childcare development and its impact on the reading performance of children with learning disabilities in Oyo East Local Government Area of Oyo State, Nigeria. This study used co-relational design .The population of this study includes all children with learning disabilities in primary two, Methodist Primary School Apaara and Anglican Primary School Ajaagba. A sample of thirty (30) children was selected for the study using stratified random sampling. Three research hypotheses guided the study. The results showed that There is no significant difference in the reading performance of children that have access to early child care facility and those children who do not have access to early childcare facility; There is a significant relationship between the reading habit of children exposed to early childcare facility and those children who do not have access to early child care facility; and there is no significant difference in the development of reading readiness skills of children exposed to early childcare facility and those that are not exposed to early childcare facility. Based on the findings, it was recommended among others that the government should make early childcare facility available as well as financial provisions for field-trips, office visits and other out of classroom teaching/learning activities for teachers