Sign languages serve as successful communication, providing access to spontaneous, interactive language for some individuals with a hearing loss. However, for these individuals there is a concern for the development of reading skills in a second language, a bilingual task. Previous studies indicated that a correlation exists between sign language knowledge and written language comprehension for older children and adults. For children with a significant hearing loss, and whose primary mode of communication is a signed language (L1), the goal of education is to become proficient in that language but also to become proficient in reading another language (L2). In essence, the young child with a hearing loss needs to develop sign-print bilingualism to function academically and in society.