Objective To analyze the influence of literacy training on the academic achievement of school-age children with hearing impairment. Methods From 2007 to 2012

101 children with severe hearing impairment aged 7～12 years who had dyslexia in deaf-mute schools were selected as the research objects. According to age

they were divided into 7～8 years old group（n=37）

9～10 years old group（n=39）

11～12 years old group（n=25）. Before and after the literacy skills training

the children were evaluated by the Chinese Dyslexia Scale for Children（DCCC）

and the parents’ rating of the children’s current academic performance was used to reflect the children’s academic performance. Results After the training

the total DCCC scores of different age groups decreased to different degrees compared with those before the training. The comparison of the total DCCC scores of the 7-8 year-old group and the 9-10 year-old group before and after the training was not statistically significant（P>0.05）

while the comparison of the total DCCC scores of the 11～12 years old group before and after the training was statistically significant（P<0.05）. After the training

the academic performance of different age groups was improved to different degrees compared with that before the training. The comparison of academic performance in the 7～8 years old group and the 11～12 years old group before and after the training was not statistically significant（P>0.05）

while the comparison of academic performance before and after the training in the 9～10 years old group was statistically significant（P<0.05）. Conclusion Reading and writing skills training has a positive effect on the academic performance of school-age children with hearing impairment

especially for late school-age children.