The study of deaf learners’ cognitive strategies has a relatively short history in the United States and little study elsewhere in the world. This review provides a historical summary of the [Page 257]views toward the abilities of learners who are deaf in relation to their use of higher-level cognitive strategies; it then describes the results of important research studies in relation to cognitive functioning of learners who are deaf; it then presents the effects of important cognitive strategies on development actions; and it concludes with a statement of future needs and directions for the field of education, as a means of establishing an agenda for continuing efforts to ensure that learners who are deaf are indeed able to achieve their full cognitive potential in the ...