ABSTRACT
This chapter addresses the role of language knowledge in Deaf children’s acquisition of literacy skills. Literacy, as defined here, includes not only reading skills but also skills required to become a literate user of American Sign Language (ASL). Literacy skills in ASL have only recently begun to be identified (Bahan & Supalla, 1996). Within the education of Deaf children, language and literacy skills in ASL have not been recognized as having the potential to impact the acquisition of English literacy skills. Yet, ASL is the most widely used language among Deaf adults in the United States and Canada (Lane, Hoffmeister, & Bahan, 1996). However, because ASL has no agreed-on or shared written form, it has not been considered useful in the classroom.
