The authors conducted an integrative review of the research literature on the writing development, writing instruction, and writing assessment of young deaf children ages 3 to 8 years (or preschool through third grade) published between 1990 and 2012. A total of 17 studies were identified that met inclusion criteria. The analysis examined research problems, theoretical frames, research methodologies, and major findings across the body of work. Findings of the review indicated that much of the research has focused on spelling, and when studies examined writing development, the analyses were limited to the word level. Assessment of writing has been largely ignored. Results also indicated that two primary conceptual frameworks have dominated the field across the 22-year span, with divergent implications for pedagogy and practice. The researchers call for longitudinal studies that examine deaf children's use of English grammar and syntax within connected discourse.