Students who are deaf or hard-of-hearing (DHH) struggle to attain grade-equivalent literacy skills and require education interventions to improve. Recent literature reviews have revealed the need for high-quality intervention research for the following areas of reading: vocabulary development, reading comprehension, reading fluency, and grapheme-phoneme correspondence. The purpose of the current study was to determine the evidence surrounding morphological development for students who are DHH. The results were reported in a table as well as descriptively. This population exhibits a morphological knowledge delay that may be improved through explicit morphological instruction. Future researchers should consider conducting high-quality morphology intervention research with students who are DHH.