The through-the-air mode is the "real engine" for thought and communication, and that on which secondary representations such as print or Braille are based. This should not be construed as an either-or; it is important to develop high levels of thought in both through-the- air and the corresponding secondary (or captured) modes. It is doubtful that individuals can reach a competent level of literate thought in the secondary (or captured) mode without competence in the corresponding primary or through-the-air mode. It seems problematic to compel the use of only a print literacy mode if individuals can reach higher literate thought levels through the use of nonprint modes. We should take advantage of multiple paths, including technology, to reach the promised land of high-level literate thinking skills in d/Deaf and hard of hearing children and adolescents, especially those struggling with print literacy. [This article is excerpted from Paul, P. V. (2016). Literacy, literate thought, and deafness. In G. A. M. De Clerck & P. V. Paul (Eds.), "Sign language, sustainable development, and equal opportunities" (pp. 118-133). Washington, DC: Gallaudet University Press.]