Abstract

According to Locke (Locke, Hay et al. 2000), “to experience a true freedom in society is to have language that is to be the great instrument and common tie of society”. It is well documented that the language skills of a child strongly affect the achievement of literacy (Hoffmeister, 2000; Mayer & Akamatsu, 2003; Nover & Andrews, 1998; Prinz & Strong, 1997). Sadly, the average reading level for today’s deaf and hard-of- hearing (d/hh) students at the time of their high school graduation remains at the fourth-grade level (Livingston, 1997; Singleton, et al, 2004; Wilbur, 1977, 2000). It is equally unfortunate that several reforms in Deaf1 education have produced only minor changes in the English reading and writing skills of d/hh students (Hoffmeister, 2000; Lane, 1992; Lane, et al, 1996; Singleton, et al, 2004). Given this, one has to ask how deaf children with limited reading and writing skills can participate as full-fledged citizens of society,contributing to our diverse community.