&NA;Recently researchers and educators have begun to consider the merits of developing bilingual‐bicultural programs for deaf children. One focus in this debate has been the connection between natural sign language proficiency and reading and writing. This article describes some of the theoretical models and arguments inherent in this dialogue, presents the findings of a study of the relationship between American Sign Language (ASL) skills and English literacy among 155 school‐aged deaf children, and discusses issues associated with making the transition between ASL and English literacy.