Despite the fact that American Sign Language (ASL) has no written component, it still may be possible for deaf students to develop English literacy skills. To assess the effects of ASL on the development of English, it is proposed that native, and possibly non-native, signers be educated in a bilingual minority-language immersion program which emphasizes developing and maintaining communicative competence in ASL and, eventually, developing English literacy and educational and cultural concepts. From preschool to approximately grade 3, all instruction would be delivered through immersion in the minority language (ASL). During grade 3, certain signing modifications can be made to help facilitate the transition to written English. Eventually both ASL and written English could be used more or less equally throughout the school day. Within this proposed model, the article describes several reading-related activities using ASL. A six-page reference list concludes the document. (JW)