Relationships between 15 family, psychological and demographic variables and reading and math achievement are reported for more than 500 hearing impaired children (8 to 15 years old) in a residential state school. The data are also examined for subgroups of children (i.e., hereditary and nonhereditary deafness, rubella, nonrubella, and those with severe and profound hearing losses). For the total group, reading achievement is most highly predicted by IQ, the frequency of family letters, and the number of years the children are at school. The 15 variables collectively account for 30% of the variance associated with reading. Math achievement is most highly predicted by IQ, size of weekly allowance, student-parent communication of feelings, and the number of their handicaps. The 15 variables collectively account for 38% of the variance associated with math. Four of the 15 variables (i.e., Wechsler Intelligence Scale for Children-Revised and Leiter IQs, size of weekly allowance, and number of years at the school) are fairly consistent predictors of achievement across the subgroups. The remaining 11 variables contribute relatively little to the prediction of reading or math achievement. (Author/CL)