Abstract
<p>Learning to read and write plays a significant role in children's linguistic and cognitive development. However, prelingually deaf children born into hearing families face immense linguistic, social, and emotional obstacles in the acquisition of reading and writing skills (Swisher,1989). This research was carried out to gain first hand information on the nature of literacy acquisition by deaf individuals. A case study approach was employed in order to investigate factors contributing to two prelingually deaf adults' acquisition of literacy in English. Findings from this study showed the significance of the home and school settings as learning environments which either enhanced or hindered the development of reading and writing skills. Suggestions based these findings are discussed for caregivers and educators of deaf students.</p>
