Examines the type of communication that reading/English teachers use in the classroom to teach English to hearing-impaired students and the important background variables that influence the type of communication these teachers prefer. Teaching implications involving deaf students' acquisition of English and future research is explored. (GLR)

Longitudinal research has demonstrated that English abilities of deaf children remain below that of hearing children. Vygotsky's perspective on language and cognition is used to support an alternative approach for the study of English. (15 references) (LB)

Examines a number of ways in which the process of natural acquisition of American Sign Language (ASL) from competent adult and child users of the language might directly enhance the learning of English. The natural acquisition of ASL, contact signing, and fingerspelling may enhance English language literacy. (45 references) (MDM)

Discusses why and how American Sign Language should be used to teach English literacy skills. It is argued that previous studies have not systematically investigated the effects of American Sign Language on the development of English. (22 references) (CB) (Adjunct ERIC Clearinghouse on Literacy Education)