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An investigation was undertaken to determine the effect of nine instructional variables on rate of English language learning. The dependent variables were gains demonstrated in reading comprehension and written language in 10 weeks of instruction. The independent variables were five teacher variables and four student variables. Data were collected through observation techniques and by objective testing. Analysis of variance was used to investigate relations between gain scores and the independent variables. All of the variables pertaining to teaching intensity and the presentation design used by teachers for delivering English language lessons were found to have a significant effect on rate of written language skill development. Implications for planning English language programs and for preparing language teachers to work with hearing-impaired young adults are offered.