New eye-tracking study explores how deaf and hard-of-hearing individuals build vocabulary and develop reading comprehension skills

Rochester, New York – A new research project is set to shed light on how deaf and hard-of-hearing individuals process written language, offering fresh insights into how they develop reading and vocabulary skills. The study, led by Frances Cooley, an assistant professor in the National Technical Institute for the Deaf’s (NTID) Department of Liberal Studies, will use advanced eye-tracking technology to better understand how deafness affects reading comprehension and word learning.

Cooley recently received nearly $500,000 in funding from the National Institutes of Health (NIH) to support this groundbreaking research. Her work will focus on how knowledge of American Sign Language (ASL) influences English reading development — particularly how early language experiences in ASL shape vocabulary growth and comprehension in a second language.

Using a combination of eye-tracking, ASL and English assessments, and cognitive tests, Cooley’s team will analyze the ways in which deaf and hard-of-hearing readers process written words and sentences. By studying where and how long participants fixate on specific words or phrases, researchers can gain a clearer picture of the mental steps that occur during reading. This data could explain why some deaf readers struggle with text comprehension while others develop exceptional literacy skills.

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“Our goal is to have an impact on early language and educational practices for deaf and hard-of-hearing children so they’re able to achieve educational success as it pertains to literacy,” Cooley said.

The research builds upon years of evidence showing that deaf and hard-of-hearing children often face barriers to reading fluency. Historically, this group has shown lower-than-average reading outcomes compared to hearing peers. However, some children who grow up using ASL as a first language develop reading skills comparable to or even exceeding the average levels of hearing children. Cooley’s study seeks to understand why that difference exists — and how early exposure to ASL might give some deaf children a stronger foundation for learning English.

Cooley directs the Reading and Deafness Lab at NTID, a facility dedicated to exploring how language experience, cognition, and education intersect in literacy development. The lab’s research combines behavioral language testing, statistical modeling, and eye-tracking analysis to uncover what makes reading more efficient and meaningful for deaf individuals.

By identifying the patterns and strategies that lead to strong reading skills, the findings from Cooley’s study could help reshape early education programs for deaf children nationwide. The ultimate goal, she said, is to ensure that all children — regardless of hearing ability — have equal access to literacy and academic success.

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The results may also influence how teachers approach bilingual education, emphasizing the role of sign language as a foundation rather than a barrier to reading in English. Cooley hopes the project will not only expand scientific understanding of reading development but also directly inform classroom practices and early intervention programs.

If successful, this research could change how educators, parents, and policymakers view the relationship between sign language and literacy, paving the way for more inclusive and effective education for deaf and hard-of-hearing students.