to read or write. In communities where there is standardized education for the deaf, such as the United States and the Netherlands, deaf individuals do gain skill sets in reading and writing in the oral language of the community. In such a state, bilingualism is achieved between a sign language and the written form of the community's oral language. In this view, all sign–print bilinguals are bimodal bilinguals, but all bimodal bilinguals may not be sign–print bilinguals. How deaf children learn to read Children who are deaf and employ a sign language as their primary language learn to read in slightly different ways than their hearing counterparts. Much as speakers of oral languages most frequently achieve spoken fluency before they learn to read and write, the most successful profoundly deaf readers first learn to communicate in a sign language. Research suggests that there is a mapping process, in which features from the sign language are accessed as a basis for the written language, Similar to the way hearing unimodal bilinguals access their primary language when communicating in their second language. Profoundly deaf ASL signers show that fluency in ASL is the best predictor of high reading skills in predicting proficiency in written English. In addition, highly proficient signing deaf children use more evaluative devices when writing than less proficient signing deaf children, and the relatively frequent omission of articles when writing in English by proficient signers may suggest a stage in which the transfer effect (that normally facilitates deaf children in reading) facilitates a mix of the morphosyntactic systems of written English and ASL. Deaf children then appear to map the new morphology, syntax, and lexical choices of their written language onto the existing structures of their primary sign language. The study examined deaf and hearing readers' reading processes. The study examined deaf readers' responses to syntactic manipulations with using self-pacing methods. The experimental included of animate and inanimate subjects, actives and passives, as well as subject and object relatives. Hearing readers had higher comprehension accuracy than deaf readers, according to the findings of the study. Deaf readers, on the other hand, can read and grasp sentences faster than hearing readers, according to the study. Self-pacing is a better method for deaf readers, according to the study. Using phonological information There are mixed results in how important phonological information is to deaf individuals when reading and when that information is