Summary.It is, in general, difficult to study cognitive structures in deaf children: in particular, the enquiry into the nature of their story‐knowledge structures (or story schemata) is fraught with thorny methodological problems. While some of the available evidence would suggest that typical deaf children do not read “story schematically”, theirs may be a problem of lack of access to (rather than absence of) such cognitive structures. On the other hand, it cannot be assumeda priorithat cognitive structures are identical in deaf and hearing children. A study using a picture arrangement method is described, the results of which support the view that the story schemata of deaf children are basically similar to those of hearing children. Deaf children, however, may not utilise the presence of certain story features which, if presented to hearing children, lend strength and salience to the story