ABSTRACT
Much has been written about deaf children's difficulties with reading and writing, showing how their performance in literacy tasks falls well below levels achieved by their hearing peers. Most of this research concentrates on deaf children who are being educated in settings where the development of spoken and written English skills is the primary goal and where sign language is used essentially as a means of supporting access to spoken English. This chapter will explore some of the theoretical and practical issues of the teaching and learning of literacy within a sign bilingual approach focusing on deaf children's different learning styles and particular strengths as bilingual language learners.
