Recent studies suggest that benefiting early from both a cochlear implant (CI) and exposure to cued speech (CS, support system for the perception of oral language) positively impacts deaf children's speech perception, speech intelligibility, and reading. This study aims to show how: 1/CS-based speech perception ("cue reading"), and speech intelligibility might also constitute precise measures for determining the impact of CI and CS on deaf students' literary performance; 2/print exposure might also be a predictive factor in this equation. We conducted regression analyses to examine the impact of these three variables in two experiments conducted on Grade 2-3 deaf children and Grade 6-9 deaf adolescents. Results indicate print exposure significantly contributes to literacy skills across experiments, with additional contributions from cue reading and speech intelligibility in older students. The predictive aspect of the print exposure, cue reading, and speech intelligibility variables will be discussed, as will the consequences for educational and pedagogical practices.