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In spite of concerted efforts by educators to facilitate the development of literacy skills in deaf individuals, most deaf high school graduates read English at roughly a third or fourth grade level. Having limited literacy skills acts as a hindrance for deaf people in the workplace. They often have had limited opportunities at school for job training. The problem is if deaf children cannot fully comprehend the linguistic information received in English, how can a full understanding of English reading and writing be expected?
Many hearing students are monolingual. Oral language is acquired naturally and effortlessly during early childhood and use only one language in both their school and home environments...
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