We describe the literacy issues facing young deaf and hard of hearing (DHH) learners in Taiwan who are learning both a logographic and an alphabetic script. We describe the contextual factors that surround their reading and writing processes such as island demographics, reading achievement levels, and background language learning variables including deaf culture. We then describe and provide graphic illustrations and examples of the linguistic features of the written languages that DHH children are learning (Chinese and English) as well as the sign codes (Signed Chinese, Zhuyin finger alphabet, character signs, palm writing, and air writing) and the Zhuyin Fuhao written visual symbols. We suggest that contextual, cultural and linguistic factors need to be considered in the understanding of how DHH children learn to read and write as well as how they use their sign language and sign codes to build Chinese and English literacy skills.
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