This paper discusses various approaches educators can use to evaluate the reading skills of students who are deaf and hard of hearing, with special emphasis on reading fluency. Various assessment measures are described and examples of how mature users of American Sign Language read English are given. It highlights the use of a literacy portfolio, rubric assessments, observation checklists, anecdotal records and diaries, a running record analysis, writing samples, reading attitude and interest surveys, a metalinguistic strategy survey, and a reading and writing log to assess students with hearing impairments. After reviewing the types of information the educators need to gather about reading ability, the "Reading Fluency Screening for Signing Students Who Are Deaf or Hard of Hearing" is described. This screening tool provides teachers with a format for comparing fluency traits in children with those exhibited by fluent adult deaf readers by measuring fluency envelope, internal grammatical aspects, and internal word level aspects. The paper closes with the suggestions for increasing reading comprehension and fluency through semantic interventions, syntactic interventions, and pragmatic interventions. (Contains 20 references.) (CR)