Original ArticlesThe Impact of New Technologies on the Literacy Attainment of Deaf ChildrenHarris, Margaret Author Information Department of Psychology, Social Work and Public Health, Oxford Brookes University, Oxford, United Kingdom. Corresponding Author: Margaret Harris, PhD, Department of Psychology, Social Work and Public Health, Oxford Brookes University, Gipsy Lane, Oxford, OX3 0BP, United Kingdom ([email protected]). Research reported in this article was supported by a grant to the author from the Economic and Social Research Council (ES/K005251/1). The author has indicated that she has no financial and no nonfinancial relationships to disclose. Topics in Language Disorders 35(2):p 120-132, April/June 2015. | DOI: 10.1097/TLD.0000000000000052 Buy Metrics Abstract To become successful readers, hearing children require competence in both decoding—the ability to read individual words, underpinned by phonological skills and letter–sound knowledge—and linguistic comprehension—the ability to understand what they read—underpinned by language skills, including vocabulary knowledge. Children who are born with a severe–profound hearing loss, or who acquire such a loss in the first months of life, need to develop the same core skills in decoding and linguistic comprehension although they may develop these skills in a somewhat different manner from hearing peers. This review considers the impact on literacy of universal newborn hearing screening and of improvements in the technologies that give access to sound, including the provision of cochlear implants. The review shows that these new technologies have brought some notable improvements, especially in the early years at school, but that many children with severe–profound hearing loss still find reading a challenge and can benefit from continued support for literacy throughout their years at school. Copyright © 2015 Wolters Kluwer Health, Inc. All rights reserved.