ABSTRACT
In general, reading comprehension tests have been used in assessing the English language proficiency of deaf students. In this paper, I suggest that writing samples are a far better measure of English language abilities, and as well, can serve as an excellent diagnostic tool for finding the specific problem areas of individual students. Before examining this hypothesis, I will provide a general overview of the languages taught to and employed by deaf persons, and the effect that these languages may have on their English usage.
