Researchers have found that deaf children's early exposure to a visual sign language and
its visual sign phonological-syllabic structure promotes success in reading English.
However, little is known about the multitude of visual cues to which deaf children attend
when learning to read. Nothing is known about the relative weighting of these visual cues,
nor what processing principles underlie deaf children's decoding of meaning from print. How
does the young deaf reader allocate attention to, and process, linguistic sign phonological …