This study looked at deaf learners English literacy in Kenya. Deaf learners, a category of persons living
with disabilities popularly known as special needs Education (SNE), have continually performed poorly in
national examinations which limits their access to institutions of higher learning and to successful
employment opportunities later in life. With the enactment of the constitution that provides for integration
of all persons in all social, political and economic activities irrespective of race, gender, religion or
disability, this study sought to make an enquiry into English Language Literacy which is key to the
education of deaf persons as education is an integration tool. The study specifically focused on reading
for comprehension and writing for communication competences in deaf learners. The study utilized the
descriptive survey design. Five schools for deaf learners, all in the central region of Kenya, were used.
Eight deaf learners from each school were selected purposively. These gave a sample size of forty (40)
respondents. The learners were subjected to written exercises, written composition to test writing for
communication and a reading passage where learners were to respond to questions derived from the
passage that tested reading for comprehension. The study settled on standard four learners because this
is where reading for comprehension and writing for communication begins. Findings indicated that deaf
learners at standard four cannot read for comprehension or write for communication. The study therefore
recommended that strategies for teaching English language to deaf learners should be improved; like
training special education teachers and providing technologically oriented programmes.