The language of instruction for Deaf children in the American educational system has long been the subject of debate: Should Deaf children learn language via American Sign Language (ASL), English-based visual communication systems, or spoken English only? It has long been the practice of the standard epistemology to encourage the use of verbal English, speechreading, and hearing-based behavior (Lane, 1999; Ramsey, 1997), as the use of sign language has long been thought to correlate with low intelligence (Lane, 1999; Moore & Levitan, 2005). These practices, among others, have contributed to a heavily speech- and auditory-centric focus in Deaf education, which has led to several reports that the average American Deaf high school graduate reads at the fourth-grade level (Holt, 1994; Spencer & Marschark, 2010; Traxler, 2000). In response to this alarmist statistic first put forth by Holt (1994), researchers and educators sprang into action in an attempt to remedy the reading deficits that seem to plague Deaf children. In the present article, a critical analysis of a preliminary study by Nielsen et al. (2016) on the English-language and reading achievement of Deaf children in grades 2-3 and 4-8 using Signing Exact English (SEE) is conducted.