This study examined two approaches to self-instruction by hearing-impaired students through use of instructor-developed science modules. Subjects were 24 students (ages 18-28) enrolled in allied health programs at the National Technical Institute for the Deaf. The first approach involved the reading of science modules and writing answers on study sheets. The second approach involved reading the same modules, but the students interacted with lessons on a computer for assessing comprehension, reviewing, and testing. Results indicated no differences between the paper-and-pencil groups and the computer-assisted instruction (CAI) groups on performance scores. The CAI groups took longer to finish the individual modules, but completed the set of nine modules in less time than the paper-and-pencil groups. It was concluded that the individualized, interactive feature of the computer appeared to motivate the hearing-impaired CAI groups to complete all the learning tasks sooner. (Includes 29 references.) (JDD)