This study focused on the effect of Reread Strategy (RRS) on cognitive reasoning among children with mild intellectual disorder (CWMID) in public special-need schools in Ogun State, Nigeria. Gender and parental support were also considered as moderating variables. Using a pretest-posttest quasi-experimental design; the study involved 28 participants that met the inclusion criteria out of 31 pupils from two special-need schools in Ogun State. Participants were divided into RRS, and control groups. After an intervention period of six weeks, data analysis revealed a significant effect of the Reread Strategy on improving cognitive reasoning, with the participants in the RRS group scoring higher than those in the control group. Reread strategy proved to be very effective in enhancing cognitive reasoning, and the strategy was recommended for use in improving CR in CWMID.