Abstract
Since the 1970s classrooms and programs for deaf students have evolved from the exclusive reliance on oral/auditory methods to combined methods of speech and English-based signing and bilingual methods that include the use of American Sign Language (ASL). Today there are many deaf students who have signed throughout their school years, and it is no longer unusual to find deaf graduates with hearing parents who have signed to them since their preschool days. In spite of all of these changes, we have seen little change in the academic abilities and in particular the literacy abilities of deaf children (Moores 2001; Paul 1998).
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