Abstract
Researchers, the Deaf community, teachers of deaf children and speech and language therapists all share a concern about how to improve deaf children's written language skills. One part of literacy is story writing or narrative. A finding from a small number of studies is that children exposed to sign language from early childhood onwards achieve the highest level of bilingualism and become skilled readers and writers (Hoffmeister, 2000; Morgan, 2005). Potential contributing factors may include first language transfer, meta-linguistic awareness, cognitive readiness, motivation, parental interaction and emotional well-being. This paper reviews the first three contributing factors and outlines the theoretical case for bilingual narrative activities in deaf children. Copyright © 2007 John Wiley & Sons, Ltd.
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