like way and uses many different sounds, including sounds that begin with p, b, and m Babbles when excited or unhappy 7 months to 1 year Babbles using long and short groups of sounds ("tata, upup, bibibi") Babbles to get and keep attention *Individuals who are D/HH will begin babbling between 4 and 6 months and stop between 7 to 9 months Has one or two words by first birthday 1 to 2 years Acquires new words on a regular basis Uses some one-or two-word questions (Where's doggie?) Puts two words together (more doggie) 2 to 3 years Has a word for almost everything Uses two-or three-word phrases to talk about and ask for things Speaks in a way that is understood by family members and friends 3 to 4 years Answers simple, "Who, what, where, and why?" questions Talks about activities at daycare, preschool or friends' home Uses sentences with four or more words 4 to 5 years Uses sentences that give many details Communicates easily with other children and adults Uses adult grammar

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In education today, there is an increasing population of individuals who are d/Deaf/Hard of Hearing and English Learners (d/DHH/ELs). This population of students need innovative teaching strategies to achieve optimal outcomes. Schools are challenged with providing education to these students, and there are many barriers to overcome. Teachers receive little to no education on how to teach this combined population of learners. Knowing this, the chapter will discuss characteristics of the population, literacy and language acquisition, barriers, and strategies to promote literacy development in the d/DHH/EL population.