Abstract

This study examines the reading comprehension experiences of a Deaf high school student enrolled in a Special Needs Education (SNED) program in Bacolod City, Philippines. Based on the necessity to enhance the understanding of literacy development among Deaf students in multilingual environments, the study sought to investigate the linguistic, instructional, and contextual factors influencing comprehension. Employing a qualitative case study methodology, data were gathered via semi-structured interviews, classroom observations, and researcher reflexive journaling, facilitating triangulated interpretive analysis. Findings indicated that comprehension challenges were primarily linked to syntactic complexity, referred to as “deep English,” cross-linguistic interference resulting from the use of Filipino Sign Language (FSL), English, and Filipino, and restricted access to consistent sign-supported instruction. Simultaneously, the learner exhibited dependence on multimodal scaffolding – especially visual aids, written text, and sign language – alongside coping mechanisms such as digital tools and familial support. The study emphasizes that reading comprehension for Deaf learners is not merely cognitive but significantly affected by language access and modality. It emphasizes the necessity for visually grounded, bilingual-focused instruction and more strategic language utilization in multilingual classrooms to facilitate equitable literacy development for Deaf students.