This report outlines the a study that investigated the reading skills of high school students (ages 14-19) with severe or profound prelingual deafness, including 6 skilled readers with parents with deafness, 6 skilled readers with hearing parents, and 6 average readers with hearing parents. The study determined short-term memory strategies used by individuals with deafness in contrived and real-work reading situations, and explored the correlation of these strategies with: (1) individual factors such as reading level, level of hearing loss, and age of onset; (2) educational and family characteristics, including communication mode and language, parent adaptation, involvement, permissiveness and expectations, and early reading, sign, and speech experiences. (CR)