This discussion examines the reading and writing processes of persons with hearing impairments, particularly those leaving school and in transition from school to work. The reading/writing act is viewed from three perspectives: (1) cognitive science or information processing; (2) text organization and its functions; and (3) the processes whereby individuals are socialized to print. The reading/writing process is seen to be highly interactive and heavily dependent upon and reflective of the reader's knowledge level and processing capacities. Text structure and organization including grammar, sentential structures, and textual or discourse structures are briefly considered in relation to learning requirements and subject differences. Finally, reading and writing are thought of as existing within the context of social interactions and the culture at large. Affective aspects of literacy are also briefly reviewed. The research on the literacy skills of hearing-impaired individuals is summarized. Educational implications include the value of a whole language process approach to literacy and of advance organizers such as semantic mapping. (Contains approximately 60 references.) (DB)