Abstract
The study investigated the efficacy and viability of American Sign Language (ASL)/English bilingual education for public schools serving deaf and hard of hearing children. Prior research related to ASL/English bilingual education is reviewed. Quantitative data related to the reading comprehension achievement of 25 deaf and hard of hearing students that were collected for the study are analyzed. The subjects' school program is described in depth. Overall performance of the sample is discussed. A description of high and low gainers is included. A statistically significant correlation between years of ASL usage and reading achievement is identified. Implications for the implementation of ASL/English bilingual methodology are reviewed, and suggestions for future research are offered.
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