The strangest thing about all this is that my program is modeled
on information found on the gallaudet website. This article found
on the website is about a program that went from 2 hours a day
to a full day of immersion in cued English.

"At a later date, however, when weÑmy colleagues and IÑ were
faced with the data that deaf children immersed in English via
cueing were consistently achieving higher literacy levels in
English than deaf children in other programs, we determined
that we had to put our attitudes of bias, ridicule, and skepticism
aside. If literacy in English was possible as a result of
immersion via cued English, we concluded such bias and
ridicule was inappropriate and self-serving. Changing the
paradigm regarding the language of instruction in the District
917 program was an emotional and difficult task and it did not
occur overnight. We concluded, however, that we could no longer
participate in practices that resulted in deficient
language-learning environments for learners who need visual
access to English and that contribute to the legacy of
underachievement of many bright and talented deaf and hard of
hearing individuals."

Phonemic Awareness through Immersion in Cued American

By Kitri Larson Kyllo
Kitri Larson Kyllo, M.Ed., Ed.S., is an assistant director in
Intermediate School District 917 in Rosemount, Minnesota.

And this

"The second application of Cued Speech is for English language
development, which is critical for reading English text. In this
application, deaf children are immersed in a cued English
environment, preferably both at home and at school."