The purpose of the empirical study, "The English-Language and Reading Achievement of a Cohort of Deaf Students Speaking and Signing Standard English: A Preliminary Study" (Nielsen et al., 2016), was to investigate the English-language abilities and reading achievement of a sample of students who were deaf and hard of hearing (D/HH) and attended a school where staff and students communicated simultaneously in grammatically accurate Standard English via speech and Signing Exact English (S.E.E.). This type of simultaneous communication has been a central component of the program for over 35 years. A goal of the staff is to keep abreast of the research, to study the effect of their practice on student achievement, and to change instruction as they learn more about how to help students reach their potential. The results of the study indicated that a developmental trend in receptive and expressive English, as well as reading achievement, occurred for most of the children in the study. This article provides Nielsen et al.'s response to a Ashley Greene-Woods's critique of this study. The authors will respond to Greene-Woods's concerns in the order she presents them in her article. [For Ashley Greene-Woods' critique, "The Efficacy of Signing Standard English for Increasing Reading Achievement: An Article Critique," see EJ1282743.]