The reading achievement of deaf children may be low not only as a result of factors related to the hearing loss, such as a lag in language development. Environmental factors such as the quantity and quality of reading instruction, for example, may also cause low reading achievement. This study looked at the amount of time spent reading and the types of teacher interactions during reading instruction in classrooms at a school for deaf children and associated satellite classes in New Zealand. It was found that the deaf children spent very low levels of time engaged in reading and were subjected to teacher interactions that may inhibit the development of meaning-based reading skills. The quantity and quality of reading instruction for deaf children may differ from that experienced by most hearing children in New Zealand.