Print exposure, reading habits, and reading achievement among deaf and hearing college students.

This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading.