Table 1.

Participants’ background characteristics

ID	Gender	Race/ ethnicity	Age	Grade	School	Parents’ hearing status	Parents’ communication method	Quality of communication with parents	Self-reported English reading skills
1	Female	White	16	9th	Deaf school	Both hearing	Sign language	Good	Good
2	Female	Non-White	17	11th	Deaf school	Both hearing	Spoken language	Poor	Poor
3	Female	White	17	11th	Deaf school	Mother deaf, father hearing	Both sign and spoken language	Good	Good
4	Male	White	16	11th	Deaf school	Both deaf	Sign language	Good	Good
5	Male	White	16	10th	Deaf school	Both deaf	Sign language	Good	Good
6	Male	White	16	11th	Deaf school	Both deaf	Sign language	Good	Good
7	Male	White	18	12th	Deaf school	Both hearing	Sign language	Good	Poor
8	Male	Non-White	18	11th	Deaf school	Both hearing	Spoken language	Good	Good
9	Male	White	18	12th	Deaf school	Both deaf	Sign language	Good	Good
10	Female	White	18	12th	Deaf school	Both hearing	Sign language	Good	Good
11	Male	Non-White	18	12th	Deaf school	Both hearing	Spoken language	Poor	Poor
12	Male	Non-White	18	12th	Deaf school	Both hearing	Both sign and spoken language	Good	Good
13	Male	White	16	9th	Deaf school	Both deaf	Sign language	Good	Poor
14	Female	White	18	12th	Deaf school	Both deaf	Sign language	Good	Good
15	Female	White	16	11th	Deaf school	Both hearing	Sign language	Good	Good
16	Male	White	15	10th	Deaf school	Both deaf	Sign language	Good	Poor
17	Female	White	16	10th	Deaf school	Both deaf	Sign language	Good	Good
18	Female	White	19	12th	Mainstream school	Both deaf	Sign language	Good	Good
19	Female	Non-White	17	11th	Mainstream school	Mother deaf, father hearing	Sign language	Good	Good
20	Male	White	14	9th	Mainstream school	Both hearing	Both sign and spoken language	Good	Good